Beyond Expectations: Reality Shock and Early-Career Challenges of Teachers in Türkiye

Beyond Expectations: Reality Shock and Early-Career Challenges of Teachers in Türkiye | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Beyond Expectations: Reality Shock and Early-Career Challenges of Teachers in Türkiye Songül Karabatak, Muslim Alanoglu, Ayşenur Kuloğlu, Süleyman Polat This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8958215/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 10 You are reading this latest preprint version Abstract This qualitative descriptive study explores reality shock among early-career teachers in Türkiye during their transition into the teaching profession. In-depth interviews were conducted with 33 in-service teachers (1–10 years of experience) working across diverse regional and school contexts. Using thematic analysis, the findings indicate that reality shock unfolds as a multidimensional and temporally progressive process across three interconnected phases: the pre-appointment period, the appointment process, and the post-appointment phase. Teachers reported psychological strain driven by prolonged uncertainty and perceived unfairness prior to appointment, heightened bureaucratic complexity and logistical challenges during appointment (e.g., documentation, background checks, housing and transportation), and post-appointment difficulties related to pedagogical preparedness, socio-cultural adaptation, and inadequate school conditions. Drawing on participants’ accounts, the study highlights the need for practice-oriented teacher education, context-sensitive induction and mentoring, and structured psychosocial and legal-literacy support to strengthen early-career adjustment and retention in challenging educational settings. Social science/Education Biological sciences/Psychology Social science/Psychology early-career teacher reality shock teacher induction teacher retention Figures Figure 1 Figure 2 1. Introduction Globally, teacher attrition poses a significant threat to the sustainability and quality of education. In countries such as the United States, Canada, the United Kingdom, Australia, and Sweden, it has been reported that between 30% and 50% of novice teachers leave the profession within their first five years of teaching [ 1 , 2 ]. This situation has intensified debates regarding the extent to which teacher education programs adequately prepare pre-service teachers for the realities of the profession. One of the primary factors contributing to early-career attrition is reality shock, defined as the mismatch between pre-service expectations and in-service experiences [ 3 ]. Kramer’s [ 4 ] Reality Shock Theory and Duchscher’s [ 5 ] Transition Shock Model explain the cognitive, emotional, and social challenges individuals encounter while adapting to professional roles. Within the teaching context, Veenman [ 6 ] highlighted frustrations related to classroom management, instructional planning, and collegial collaboration, while Huberman [ 7 ] described the early career phase as a period characterized by “exploration and disillusionment,” which complicates the formation of professional identity. The literature indicates that discrepancies between classroom realities and expectations regarding discipline, bureaucratic demands, and institutional culture are common among early-career teachers [ 8 , 9 ]. Limited access to mentoring further intensifies professional isolation and strengthens teachers’ intentions to leave the profession [ 10 , 11 ]. These findings suggest that teacher retention is closely linked not only to individual effort but also to structural and institutional conditions shaping the early career experience [ 12 ]. In Türkiye, the centralized appointment system and regional inequalities further exacerbate these challenges during the early career phase. Teachers are often assigned—regardless of their preferences—to remote or socioeconomically disadvantaged regions, rendering the transition into the profession more complex and demanding. Although reality shock among early-career teachers has been extensively examined in the international literature, studies conducted in Türkiye have largely focused on related themes such as professional socialization, adjustment difficulties, and institutional support, rather than explicitly addressing these experiences within a comprehensive reality shock framework [ 13 , 14 ]. While the phenomenon of reality shock is well documented internationally [ 15 , 16 , 17 ], research examining its manifestations in socio-culturally and structurally diverse contexts such as Türkiye remains limited. In this context, the present study aims to explore the professional experiences of early-career teachers working in different regions of Türkiye through a qualitative approach, with a particular focus on the types of reality shock they encounter and the strategies they employ to cope with these challenges. This study seeks to address the following research questions: What types of challenges do early-career teachers encounter as a result of reality shock? What types of educational and support systems can reduce reality shock and enhance teacher retention? This study conceptualizes reality shock not merely as an individual adjustment problem but as a multidimensional transition process shaped by policy and institutional structures. Accordingly, it offers practice-oriented recommendations aimed at improving teacher education and induction processes. 2. Literature Review 2.1. Reality Shock When individuals' experiences diverge from their expectations, emotional and cognitive reactions such as disappointment, confusion, stress, and anxiety may arise. This misalignment, often referred to as “reality shock” or “transition shock,” reflects the psychological impact of unmet expectations [ 18 , 4 ]. Kramer [ 4 ] first described reality shock in new graduates facing unfamiliar tasks and responsibilities in professional settings. Building on this, Duchscher [ 5 ] introduced the Transition Shock Model, which outlines the intellectual, emotional, and social adjustments required during the early stages of a career, particularly within the first few months. Although reality shock can occur in contexts like marriage, migration, or role changes, it is especially intense in teaching, where the contrast between professional expectations and classroom realities is often stark. Within the teaching profession, this gap is not limited to instructional demands but is also shaped by institutional structures, policy contexts, and working conditions encountered during the transition into practice. In this profession, the emotional toll of this gap can be profound, underscoring the importance of systematic preparation and structured support during the early career period. 2.2. Challenges Faced by Novice Educators Professions requiring high levels of social interaction and responsibility, such as teaching, are especially prone to inducing reality shock. Newly appointed teachers face a range of challenges in their early careers, including uncertainty about placement, assignments in remote regions, inadequate preparation, institutional culture clashes, and bureaucratic hurdles. These difficulties can diminish job satisfaction and increase attrition risk [ 10 ]. Appointment anxiety is a prominent concern. Uncertainty around the process, long waiting periods, and undesired outcomes often lead to disappointment and hopelessness [ 8 , 19 ]. Placement in rural or socioeconomically disadvantaged areas can further hinder motivation and adaptation [ 14 , 20 ]. Institutional culture gaps also contribute to reality shock. New teachers often find the transition from the university environment to the school setting jarring. Differences in expectations, administrative norms, and teacher roles can foster alienation [ 14 ]. Administrative demands and procedural responsibilities are frequently identified as additional stressors during this transition. In addition, the theoretical focus and limited practicum experience of teacher education programs may leave teachers underprepared for real classroom demands. Difficulties in classroom management, instructional planning, and material development often contradict idealistic pre-service expectations, amplifying reality shock [ 21 , 22 , 23 ]. 2.3. The Teacher Appointment and Training System in Türkiye Türkiye’s teacher appointment and training system has undergone significant reforms in recent years. Since the early 2000s, the Public Personnel Selection Examination (in Turkish, KPSS- Kamu Personeli Seçme Sınavı) has served as the primary mechanism for appointing teacher candidates to public schools. Within this centralized system, graduates of education faculties and those who completed pedagogical formation programs were placed based on their KPSS scores [ 19 ]. Following the KPSS process, teacher candidates were also required to take an oral examination (interview) prior to appointment, and only those who were successful in this stage were appointed as teachers. No substantial structural change occurred in the teacher appointment system during the last decade leading up to 2025. However, the Teaching Profession Law enacted in 2022 and revised in 2024 redefined teaching as a profession requiring specialized expertise and introduced a competency-based approach. With this regulation, the National Education Academy was established to oversee pre-service teacher training [ 24 ]. As of 2025, the KPSS has been replaced by the Academy Entrance Examination (AEE), which assesses not only academic knowledge but also pedagogical, communicative, and classroom management skills. Candidates who successfully complete the Academy’s program become eligible for appointment. This transformation reflects a shift from a knowledge-based assessment model to one focused on practical competencies [ 25 ]. Despite these changes, centralized decision-making and standard-setting authority remain under the Ministry of National Education [ 26 ]. Newly appointed teachers undergo a one-year probationary period supported by mentoring and orientation programs covering legal, digital, and institutional training [ 27 ]. Early-career teachers must serve at least four years in their initial assignment province before requesting a transfer, a policy designed to promote stability [ 28 ]. Appointments are distributed across 12 regions defined by geographic and socio-economic factors [ 26 ]. However, remote areas—particularly in Eastern and Southeastern Anatolia—face ongoing challenges, including difficult living conditions, cultural mismatches, and inadequate infrastructure. These issues often lead to transfer requests after mandatory service, resulting in high turnover and widening regional disparities [ 29 , 30 ]. Teachers in these regions report emotional fatigue, social isolation, and low motivation due to family separation, cultural barriers, and language differences [ 14 , 31 ]. In metropolitan areas, high living costs further discourage retention [ 32 ]. These factors collectively weaken teacher commitment and student engagement, threatening educational quality. 3. Method This study employed a qualitative descriptive approach to explore early-career teachers’ experiences of reality shock as a transition process during the early stages of their professional careers in Türkiye. The qualitative design aimed to capture participants’ detailed accounts of their transition into the teaching profession and the challenges they encountered across different phases of this transition and diverse educational contexts [ 33 ]. The research focused on producing a rich, straightforward description of participants’ experiences rather than developing abstract theoretical interpretations. 3.1. Participants The study involved 33 teachers with 1–10 years of professional experience, recruited through purposeful sampling with a maximum variation strategy to capture diversity across key demographic and contextual characteristics [ 34 ]. As detailed in Table 1 , the sample reflects variation in gender, teaching experience, school type, and geographical location (province), providing a heterogeneous group of early-career teachers working in diverse educational contexts across Türkiye. Table 1 Participant characteristics Code Gender Years of Teaching Experience Province School type T1 Female 2 Elazığ Middle School T2 Female 3 İstanbul Middle School T3 Female 8 Diyarbakır Middle School T4 Female 5 İstanbul PreSchool T5 Male 2 Adıyaman Middle School T6 Male 1 Erzincan Combined School T7 Female 2 Van Middle School T8 Male 10 Muş High School T9 Female 1 Diyarbakır Primary School T10 Female 10 Bingöl Middle School T11 Female 2 Elazığ Primary School T12 Male 10 Siirt Vocational School T13 Female 1 Şırnak PreSchool T14 Female 2 Diyarbakır Middle School T15 Female 9 Elazığ PreSchool T16 Female 3 Elazığ Primary School T17 Female 5 Kahramanmaraş High School T18 Female 5 Elazığ Primary School T19 Female 4 Diyarbakır High School T20 Female 1 Elazığ Middle School T21 Female 5 Kahramanmaraş Middle School T22 Female 2 Diyarbakır High School T23 Female 3 Diyarbakır Middle School T24 Male 5 Erzurum Primary School T25 Female 10 Kahramanmaraş High School T26 Female 2 Muş Middle School T27 Male 5 Şanlıurfa Combined School T28 Male 6 Siirt High School T29 Female 6 Kahramanmaraş Middle School T30 Male 3 Erzurum PreSchool T31 Male 9 Diyarbakır Vocational School T32 Male 7 Tunceli Vocational School T33 Female 8 Hakkari PreSchool As summarized in Table 1 , the participants included 23 female and 10 male teachers. Participants were appointed to schools in 15 provinces (Adıyaman, Bingöl, Diyarbakır, Elazığ, Erzincan, Erzurum, Hakkari, Kahramanmaraş, Muş, Siirt, Tunceli, Şanlıurfa, Van, İstanbul, and Şırnak), representing a variety of educational contexts. School types included middle schools (n = 12), high schools (n = 6), preschools (n = 5), primary schools (n = 5), vocational schools (n = 3), and combined-grade schools (n = 2). Interviews were conducted face-to-face with 20 teachers and online with 13. Although participants had varying levels of teaching experience, the analyses focused on challenges experienced during the transition into the profession and the initial years of teaching, with more experienced teachers providing retrospective accounts of their early-career experiences. 3.2. Data Collection Tools and Process During the data collection process, a semi-structured interview technique was chosen to elicit in-depth, multilayered, and meaning-oriented insights essential to qualitative research [ 35 ]. Prior to data collection, a detailed interview guide was developed. The guide’s first section collected basic demographic and professional information, including participants’ gender, years of teaching experience, city of appointment, and school type. The second section focused on: (a) challenges encountered upon entering the profession; and (b) educational and institutional support needs that could have eased their transition. These areas were directly aligned with the study’s research questions. Two experts in teacher education with experience in qualitative research reviewed the interview guide and provided feedback on question clarity, relevance, and alignment with the research questions, recommending that the questions be framed around the themes of “Challenges,” “Strategies,” and “Recommendations.” A third expert reviewed the guide to ensure the adequacy and relevance of the questions in capturing early-career teachers’ experiences, and the guide was piloted with two teachers. Feedback from both stages informed the final version. Core interview questions were as follows: What were the most challenging situations you faced when you first entered the profession? Which strategies or methods did you develop on your own to cope with these challenges? During your preparation for, or transition into, teaching, what kinds of training or support would have helped you overcome these difficulties more effectively? Although face-to-face interviews were preferred to build rapport, scheduling limitations necessitated 13 online interviews. Both face-to-face and online interviews followed the same semi-structured protocol, and no systematic differences in data depth or content were observed between the two modalities. This mixed-mode approach improved access and sample diversity. Ethical approval for the study was granted by the Social and Human Sciences Research Ethics Committee of Fırat University (30 May 2024, decision no: 2024-11). Participants were provided with both written and verbal information about the study, and written informed consent was obtained from all participants on 25 September 2024 prior to their participation. They were reminded of their right to withdraw, and anonymity and confidentiality were strictly upheld, following institutional guidelines and the Declaration of Helsinki [ 36 ] and its amendments. Face-to-face interviews were conducted at the schools where the teachers were working, while online interviews were carried out via Collaborate, Fırat University’s video conferencing platform. All interviews were conducted at times convenient for the teachers. Each interview session involved two researchers: one moderated the discussion, while the other—upon obtaining participants’ consent—audio-recorded the session and took field notes. Interviews lasted approximately 18–30 minutes, with additional probing questions used when needed to elicit richer accounts. Data collection continued until thematic saturation was achieved, defined as the point at which no substantively new codes or themes emerged [ 37 ]. 3.3. Data Analysis Interview recordings were transcribed verbatim. During the transcription process, participants’ original expressions and intended meanings were preserved, while only repetitions, filler words, and unclear interruptions were removed. The resulting transcripts were shared with participants via email for verification purposes. Participants reviewed their transcripts and confirmed the accuracy of their statements, a process commonly referred to as member checking, which enhanced the credibility and transparency of the data. Following the verification process, the transcripts were anonymized in accordance with ethical principles; participants were assigned codes (e.g., T1, T2, T3) while preserving limited contextual information relevant to the transition process for meaningful interpretation. Data analysis was conducted using Braun and Clarke’s [ 38 ] six-phase thematic analysis framework: (1) familiarization with the data, (2) generation of initial codes, (3) identification of themes, (4) review of themes, (5) definition and naming of themes, and (6) reporting. This framework was adopted to allow for both inductive coding and flexibility in capturing temporally and contextually situated meanings across participants’ narratives. During the familiarization phase, the researchers iteratively reviewed the transcripts to identify recurring meanings and patterns. The coding process was carried out independently by two researchers to ensure analytic rigor and consistency. Meaningful segments of data were assigned open codes, which were generated inductively from the data rather than derived from a pre-existing coding scheme, and were subsequently grouped into sub-themes and integrated into broader themes. Throughout the analysis, decisions regarding coding and revisions to code definitions were systematically documented, and the organization of codes under sub-themes and themes was regularly reviewed. Following the independent coding process, the researchers met to discuss similarities and differences in their analyses. Discrepancies regarding the categorization of participant statements were resolved by re-examining the contextual and temporal positioning of experiences within the transition into the profession. For example, initial disagreements arose as to whether statements related to “bureaucratic challenges” referred to pre-appointment or post-appointment processes. In such cases, participants’ temporal references and contextual indicators were carefully reconsidered, leading to a shared analytical decision. Similarly, in some statements concerning “document preparation,” it was initially unclear whether the documents referred to instructional materials used in teaching or to official paperwork required during the appointment process. These ambiguities were re-evaluated, discussed, and reclassified under the most appropriate sub-themes. Inter-coder agreement was calculated (Cohen’s κ = .81), indicating substantial agreement [ 39 ]. This level of agreement suggests a high degree of consistency in the coding process while allowing for interpretive discussion during theme refinement. After completing these steps, the thematic structure was reviewed holistically to ensure that the themes clearly and coherently reflected the research questions. Following theme construction, the thematic framework was reviewed by an additional expert with experience in qualitative research and teacher education. The expert evaluation focused on the clarity of themes, the degree of overlap, and alignment with the research questions, concluding that the thematic structure was coherent and adequate. This external review contributed to the confirmability and trustworthiness of the analysis. Final theme labels were developed to accurately reflect participants’ meanings and the aims of the study. During the reporting phase, the findings were presented through integrated narratives supported by representative participant quotations, enabling a nuanced portrayal of the thematic content and the structural and socio-cultural contexts shaping participants’ experiences. Table 2 presents an illustrative excerpt from the analysis process, demonstrating how codes were grouped under sub-themes. Table 2 Illustrative Example of the Thematic Analysis Process: Challenges Before Appointment Theme 1: “Challenges Before Appointment” • Sub-Theme (ST1) : Appointment Uncertainty and Psychological Strain Initial Codes Participant Statements Appointment outside preference anxiety “…If I had been appointed to a place I didn’t choose, it might have prolonged my adjustment period…” (T17) Uncertainty of appointment “…The uncertainty in the appointment system worried me and my colleagues…” (T16) Appointment result stress “…The announcement calendar was quite delayed, and I was appointed a year later...” (T25). “…Waiting during the appointment process was the biggest source of stress...” (T24) Note. This table provides an illustrative example of the thematic analysis process and does not represent the full set of codes or themes identified in the study. It demonstrates how participants’ statements were grouped into a sub-theme within Theme 1. 4. Findings This section presents the findings in accordance with the research questions. First, it addresses the challenges associated with reality shock experienced by early-career teachers during their transition into the profession; it then presents the educational and institutional support needs derived from participants’ experiences. 4.1. Early-Career Challenges of Teachers In response to the first research question, “What types of challenges do early-career teachers encounter as a result of reality shock?”, the findings were organized around three overarching themes representing sequential yet interconnected phases of the transition into teaching: challenges before appointment, challenges during the appointment process, and challenges after appointment. This structure reflects the temporal progression of early-career teachers’ experiences rather than discrete or isolated stages. This thematic framework is illustrated in Fig. 1 . Theme 1: Challenges Before Appointment This theme addresses the complex and multifaceted challenges that early-career teachers encounter before their first appointment. Appointment Uncertainty and Psychological Strain Participants described the pre-appointment period as a process marked by prolonged uncertainty intertwined with intense psychological and emotional strain. Limited access to clear information regarding quotas, appointment schedules, and placement outcomes made it difficult for teachers to plan for their future, while the unpredictability of the process heightened feelings of anxiety and stress. One participant articulated this experience as follows: “Until the quotas determined by the MoNE were announced, there was no clarity about how the process would proceed; this structural uncertainty gradually eroded my sense of hope about the profession” (T2). Participants emphasized that this uncertainty was experienced not only at the level of individual anxiety but also in conjunction with societal expectations and environmental pressures. As the process extended over time, some teachers reported declining motivation, emotional exhaustion, and a growing sense of detachment from the profession. One participant expressed this sentiment by stating: “Each unsuccessful exam result and each instance of not being appointed lowered my motivation a little more; during my period as a contract teacher, I even considered leaving the profession” (T9). These findings indicate that uncertainty during the appointment process is not merely a temporary waiting period for early-career teachers; rather, it is experienced as a multidimensional process that negatively affects professional motivation, psychological resilience, and the formation of teacher identity. Appointment and Interview System Beyond uncertainty, participants frequently questioned the fairness and merit-based nature of the appointment process. In particular, the interview stage was perceived as problematic in terms of objectivity and transparency, and this perception was often expressed alongside feelings of distrust toward the process. Many participants reported that strong performance on the written examination could be overshadowed by interview outcomes that were regarded as unpredictable. One teacher described this experience as follows: “Even if you score highly on the written exams conducted as part of the teacher selection and appointment system, everything can change in the interview. Sometimes we experience an unfair interview process” (T20). Similarly, some participants stated that years of preparation had lost their meaning within a system in which success was perceived as not being solely based on effort and merit. One participant expressed this view by stating: “We worked for years, but the appointment system made us feel that success was not entirely dependent on effort” (T25). These accounts reflect how participants described their perceptions of fairness in the appointment and interview process in relation to their professional expectations and their sense of trust in institutional structures. Structural Imbalances Participants drew attention to mismatches within the teacher appointment system, particularly between the increasing number of graduates and the limited employment opportunities available. This situation was described as creating an intensely competitive and anxiety-inducing context during the pre-appointment period. Many teachers reported perceiving the distribution of quotas across subject areas and regions as unfair, and this perception was frequently expressed alongside feelings of injustice. One participant summarized this situation by stating: “In some teaching fields, the number of graduates is very high, yet the number of positions allocated to these fields within the selection and appointment system remains extremely limited” (T16). Similarly, limited quotas in specific subject areas were described by participants as a major source of concern. One teacher expressed this anxiety by stating: “The lack of sufficient positions in my subject area created serious anxiety for us” (T22). These accounts reflect how participants described policy-level structural imbalances in relation to the anxiety, uncertainty, and perceptions of fairness they experienced during the pre-appointment period. Regional and Institutional Unpreparedness Participants reported facing limited preparation for the regional and cultural contexts to which they might be appointed. A lack of knowledge regarding local languages, cultural norms, and social structures was described as being experienced alongside feelings of uncertainty and anxiety, particularly among teachers expecting assignments to culturally different or socioeconomically disadvantaged regions. One participant articulated this experience as follows: “I knew nothing about the language and culture of the region where I would be appointed, and this made the uncertainty even more frightening” (T1). Participants’ narratives indicate that insufficient contextual preparation was discussed in relation to perceptions of professional and social competence and that this lack of preparation accompanied an emotionally challenging pre-appointment experience. When considered collectively, the findings related to the first theme highlight the pre-appointment period as a prominent component of early-career teachers’ reality shock experiences. Participants’ accounts reveal that prolonged uncertainty, perceptions of fairness regarding appointment practices, structural constraints, and limited institutional guidance were experienced intensively during this phase. These experiences were frequently described alongside emotional strain, declining motivation, and feelings of uncertainty toward the profession. The findings indicate that challenges related to the professional adjustment process begin to take shape upon teacher candidates’ graduation, emerging well before teachers formally enter the classroom. Theme 2: Challenges During the Appointment Process This theme focuses on the challenges experienced by early-career teachers during the appointment process. Uncertainty and Complexity in Bureaucratic Procedures Participants’ accounts indicate that these burdens became visible through both procedural requirements (e.g., uncertainty about how documents should be completed, which documents were required, and when and where they should be submitted) and situational conditions (e.g., prolonged waiting periods, being redirected between institutions, and processes progressing largely beyond teachers’ control). While bureaucracy was also felt during the pre-appointment phase, it was described as being experienced more directly and intensely during the appointment process itself. Participants frequently described the appointment process as bureaucratically complex and poorly coordinated. In particular, the absence of clear and standardized guidelines for document preparation contributed to increased procedural uncertainty, and some participants reported receiving inconsistent or insufficient information about the process. One teacher described this situation as follows: “I did not know how to complete the documents; no one clearly explained what I needed to do or when I needed to do it” (T3). In addition, prolonged security background checks and delays in obtaining mandatory medical reports (e.g., uncertainty regarding waiting times and the lack of clear information about the duration of these procedures) were discussed alongside aspects of the process perceived as beyond participants’ control. Participants associated these experiences with uncertainty and emotional strain, as reflected in the following statement: “The security investigation took so long that it could make people doubtful or lead to stress and other psychological difficulties” (T25). These accounts show that bureaucratic procedures during the appointment process were experienced alongside perceptions of uncertainty and loss of control. Transportation and Settlement Problems Logistical challenges related to transportation and housing emerged as another area of difficulty encountered during the appointment process. Many participants reported that duty stations—particularly those located in rural or remote areas—were geographically isolated and accessible through limited transportation options. Restricted transportation services, road conditions, and travel costs contributed to experiences of accessing the workplace as both time-consuming and economically demanding. One participant described this situation as follows: “There was only one minibus to my village each day; if I missed it, it was impossible for me to reach the school” (T1). Housing-related difficulties were also discussed alongside these logistical challenges. The inadequacy or absence of teacher accommodation led some teachers to seek private housing, a process described as involving both financial and time-related difficulties. One participant conveyed this experience by stating: “There was no teacher housing, so I had to rent a house far away and commute every day” (T23). These narratives illustrate that transportation and settlement challenges during the appointment process were discussed not only as administrative issues but also as integral parts of teachers’ everyday life experiences. Alienation from the Place of Duty Participants frequently described feelings of alienation toward the locations to which they were appointed. Teachers working in regions that differed from their own cultural, linguistic, or lifestyle backgrounds reported difficulties in adapting to the local social environment. In participants’ narratives, unfamiliar cultural norms and limited social interaction were often discussed alongside feelings of loneliness and social exclusion. One participant described this experience as follows: “I felt completely like a stranger. Everything—from the way people spoke to everyday life—felt unfamiliar to me” (T26). Some participants also described the economic conditions of their assigned regions as falling below their expectations. These conditions were discussed in relation to feelings of dissatisfaction and detachment and were associated with a prolonged social adjustment process. One participant expressed this experience by stating: “Living conditions were much more difficult than I had expected, and this made emotional adjustment quite challenging for me” (T14). These accounts indicate that cultural, social, and economic adaptation challenges were experienced together during the appointment process. When the findings related to the second theme are considered collectively, the appointment process emerges as an experiential context in which bureaucratic uncertainties, logistical challenges, and socio-cultural adaptation issues intersect. Participants’ narratives indicate that this process was experienced not merely as an administrative transition but as a multidimensional phase requiring adaptation to a new environment, institutional structure, and social context. In this respect, the appointment process occupies a prominent place in early-career teachers’ experiences of transitioning into the profession. Theme 3: Challenges After Appointment This theme focuses on the challenges experienced by teachers after they start their duties at their assigned schools. Insufficient Professional Preparation and Pedagogical Challenges Participants frequently reported that they did not feel sufficiently prepared from a pedagogical perspective when confronted with classroom practices. In particular, crowded classrooms, learning environments comprising students from different age groups, and inclusive education practices were described in participants’ accounts as challenges related to classroom management. Teachers noted that their pre-service education offered limited practical guidance for managing such complex classroom settings. One participant described this situation as follows: “Students from different age groups were in the same classroom, and I did not know how to manage this situation” (T14). In addition to classroom management, tasks related to instructional planning were also described as challenging. Preparing annual, weekly, and daily lesson plans, organizing learning activities, and maintaining mandatory classroom records were experienced as intensive and overwhelming responsibilities, particularly during the first months of teaching. Participants’ narratives indicated that the theoretical knowledge acquired during pre-service education did not always align with the procedural demands of classroom practice. One teacher expressed this as follows: “The theoretical courses we took on classroom management were insufficient in practice. Taking these courses only at a theoretical level did not help me much in a real classroom environment” (T15). Participants also discussed the limited availability of guidance and resources for inclusive education in relation to their perceptions of professional competence and self-confidence. Cultural and Socio-Economic Adaptation Challenges Participants frequently referred to differences between their own socio-cultural backgrounds and the characteristics of the regions to which they were assigned during the post-appointment period. Teachers working in regions where students spoke a different first language at home reported experiencing communication difficulties related to linguistic differences. In participants’ narratives, this was described as an experiential domain closely linked to classroom interaction. One participant stated: “Most of my students spoke another language at home, and at first it was very difficult to communicate” (T13). Socio-economic conditions were also discussed alongside school practices. Agricultural cycles, families’ reliance on child labor, and economic deprivation were described as contextual factors contributing to frequent absenteeism in some regions. Differences in students’ self-care skills and levels of academic readiness were also mentioned in relation to instructional planning. One participant described this experience as follows: “During the harvest season, many students did not come to school because they had to help their families” (T2). These accounts show that requirements for adaptation to cultural and socio-economic contexts were experienced as an important component of post-appointment teaching experiences. Inadequate Physical and Institutional Conditions Participants frequently referred to limitations related to the physical and institutional conditions of the schools where they worked. Outdated or insufficient infrastructure, poorly maintained school buildings, and a lack of basic instructional materials were mentioned alongside teaching environments. Teachers working in multigrade classrooms, in particular, described these conditions as experiences that complicated the instructional process. One participant stated: “The classroom was small, dark, and lacked basic materials. Teaching under these conditions was both exhausting and very demanding” (T20). In participants’ narratives, these physical and institutional limitations were discussed in relation to pedagogical practices and teachers’ everyday professional experiences. Administrative Relations and Psychosocial Pressures Participants frequently discussed their relationships with school administrators during the post-appointment period. Some teachers reported encountering management approaches that limited teacher autonomy and participation in decision-making processes. Experiences related to task distribution for novice teachers were often discussed alongside perceptions of fairness and equity. One participant described this situation as follows: “As a new teacher, all additional duties were assigned to me without any explanation” (T11). Some participants also reported experiences of exclusion, constant criticism, and a lack of professional support in their relationships with administrators or colleagues. In participants’ accounts, such experiences were expressed alongside feelings related to psychological safety and loneliness. One participant conveyed this experience by stating: “Instead of receiving guidance, I was constantly criticized. I felt invisible” (T27). These narratives show that administrative relations and psychosocial experiences were discussed as part of teachers’ everyday professional lives during the post-appointment period. Mismatch between Curriculum, Institutional Systems, and Practice Participants frequently referred to a mismatch between the national curriculum, institutional practices, and the contextual characteristics of the regions in which they worked. Teachers reported difficulties in implementing a standardized curriculum that they felt did not adequately reflect local socio-cultural and economic conditions. One participant expressed this view by stating: “The curriculum seemed to be designed not for the realities of the region where I was appointed, but rather for schools in provincial centers” (T18). In addition, limited familiarity with institutional digital platforms (e.g., e-school systems) and insufficient information regarding bureaucratic procedures were discussed alongside everyday professional tasks. Some teachers also mentioned a lack of knowledge about their legal rights and employment conditions as public employees. One participant stated: “We never really paid attention to what our rights were or how the system worked during our undergraduate education” (T21). These accounts indicate that adaptation requirements related to the curriculum and institutional systems were experienced as part of post-appointment teaching experiences. When the findings related to the third theme are considered collectively, the post-appointment period is described as a multidimensional experiential domain shaped by pedagogical practices, cultural and socio-economic adaptation requirements, physical conditions, and institutional relationships. Participants’ narratives indicate that this period occupied an important place in their everyday professional lives and involved multiple, interrelated dimensions of professional transition shaped by pedagogical, institutional, and socio-cultural conditions. 4.2. Recommendations to Mitigate Reality Shock and Enhance Retention The results of the thematic analysis related to the second research question, “What types of educational and support systems can be developed to reduce reality shock and enhance teacher retention?”, are presented in Fig. 2 . Theme 5: Recommendations for Education Policies This theme addresses the policy-related recommendations articulated by early-career teachers based on their experiences during the transition into the teaching profession. Within this theme, recommendations derived from participants’ narratives are presented under three sub-themes. Enriching the Curriculum Participants expressed views emphasizing the need to restructure teacher education programs to place greater emphasis on practical components. They frequently stated that course content should be organized in a way that establishes a stronger connection between pedagogical theory and classroom practice. In particular, participants highlighted the importance of addressing diverse school contexts—such as village schools and multigrade classrooms—through practicum experiences during the pre-appointment period. One participant articulated this view as follows: “There definitely should have been courses and practicum experiences focused on multigrade classrooms. At least if we had visited such a setting once, I would not have felt so unprepared when I started teaching” (T14). In addition, some participants recommended that digital and instructional programs implemented by the MoNE, as well as school-based practices, should be addressed more explicitly within teacher education programs. In participants’ narratives, familiarity with such systems during pre-service education was discussed in relation to their experiences of transitioning into the profession. Adding Professional and Contextual Development Courses Participants proposed the inclusion of courses addressing professional knowledge areas that they perceived as becoming particularly necessary during the early career stage but insufficiently covered during undergraduate education, alongside pedagogical skills. In participants’ narratives, topics such as emergency management and first aid, educational law and teachers’ rights, and regional awareness and cultural diversity were emphasized as areas that should be addressed more explicitly within teacher education programs. These areas were described as domains of knowledge and preparation closely associated with early-career teachers’ professional experiences. For example, one participant expressed their views on legal literacy as follows: “If courses on educational law and teachers’ rights had been offered during undergraduate education, many problems could have been resolved without experiencing them so intensely or feeling so alone” (T21). Similarly, another participant described their experience regarding emergency preparedness by stating: “During duty hours or in class, we really need first aid knowledge. This training should definitely be provided in a practical way during undergraduate education” (T6). Participants’ narratives indicate that such course content was discussed in relation to teachers’ experiences during the transition into the profession. Special Practices for the Teaching Profession Participants offered recommendations to ensure that practices specific to the teaching profession are addressed more visibly within teacher education programs. In particular, the need for practical instruction related to official documents and procedures (e.g., appointment paperwork, institutional workflows, and administrative forms) was frequently emphasized in participants’ accounts. These processes were discussed alongside the challenges encountered by teachers during the early career period. One participant articulated this view as follows: “Teaching candidates should be practically trained in all official documents and procedures they will encounter before starting work; this is one of the most fundamental requirements for navigating the transition into the profession” (T3). In addition, some participants highlighted the importance of training focused on inclusive education delivered by specialists in special education and centered on classroom practice. Such training was discussed in participants’ narratives in relation to field-based experiences. One participant expressed this perspective by stating: “When working with inclusive students, I realized that the definitions in regulations often have little relevance in real classrooms. I think education policies should require practice-based training led by specialists that demonstrates how to work with these students in actual classroom settings” (T10). These accounts show that recommendations related to profession-specific practices were articulated within the context of participants’ early-career experiences. Finally, participants expressed expectations regarding guidance services and structured mentoring practices and institutional guidance mechanisms to support teachers’ psychological well-being during the early career period. In participants’ narratives, opportunities for psychological support and professional guidance were discussed alongside experiences of transitioning into the teaching profession. One participant described this expectation as follows: “A novice teacher should not be expected to cope with everything alone as if they must always be strong. If there had been a structured mentoring system where we could receive guidance and emotional support during the first years, many of the difficulties I experienced would not have felt so overwhelming” (T21). Overall, the recommendations articulated by participants were discussed in relation to practice-based preparation processes, professional and individual development content, and support mechanisms specific to the teaching profession. These narratives indicate that teachers’ expectations and recommendations regarding the early career period were expressed within the context of teacher education and transition-to-profession experiences. 5. Discussion This study examined the challenges early-career teachers encounter during their transition into the teaching profession and the educational and institutional support needs that emerge from these experiences. Based on interviews conducted with 33 teachers working in different regions and subject areas across Türkiye, the findings indicate that the early-career experience is perceived as a temporally progressive transition process shaped by the interaction of multiple interrelated structural and contextual factors. During this transition, teachers simultaneously confront emotional strain, perceptions of pedagogical inadequacy, socio-cultural adaptation difficulties, and challenges related to institutional functioning. These findings suggest that reality shock should be understood not merely as a set of individual adjustment difficulties, but as a holistic phenomenon embedded within policy, institutional, and practice-level dynamics shaping entry into the teaching profession. Accordingly, reality shock is conceptualized as a temporal process that begins in the pre-appointment period following graduation, extends through the appointment process, and continues into the post-appointment phase, influenced by national appointment policies and institutional governance structures. From this perspective, the study contributes to the reality shock literature by framing teachers’ transition into the profession within a structural and temporal analytical framework. The findings related to the first research question indicate that the challenges experienced by early-career teachers are structured across three interrelated phases: the pre-appointment period, the appointment process, and the post-appointment period. Within this framework, challenges in the pre-appointment phase are most prominently characterized by emotionally demanding experiences driven by prolonged uncertainty. Early-career teachers, who are concurrently negotiating the expectations and responsibilities associated with entry into a new professional role, reported experiencing intense anxiety during extended periods of uncertainty both before and immediately following appointment. This emotional burden undermines teachers’ capacity to manage professional responsibilities and heightens the risk of early burnout [ 40 ]. These findings suggest that emotional strain in the early career period is shaped not only by individual characteristics but also by structural uncertainties embedded in the transition into the profession. In the Turkish context, uncertainties related to interviews and appointment outcomes have been shown to generate emotional exhaustion even before teachers formally enter the classroom [ 41 , 42 ]. Moreover, the examination-oriented appointment system appears insufficient in preparing teacher candidates for the social and institutional realities of the regions in which they are assigned, thereby contributing to feelings of loneliness and professional alienation during the initial years of teaching [ 43 ]. In addition, participants’ narratives reveal that bureaucratic complexity and procedural uncertainty intensify particularly during the appointment process. Document preparation, security background checks, and deficiencies in inter-institutional coordination were experienced as processes largely beyond teachers’ control; consequently, the emotional burden accumulated during the pre-appointment period deepened further throughout the appointment phase. This finding underscores that the difficulties faced by early-career teachers are not limited to classroom-based challenges but are also closely associated with administrative and institutional structures [ 44 ]. Therefore, strengthening practice-oriented preparation, structured mentoring, and institutional support mechanisms within teacher education and appointment processes may play a critical role in mitigating the multidimensional challenges encountered during the early career period [ 45 ]. This holistic perspective offers important implications for policymakers and educational leaders, calling for a re-examination of the transition into the teaching profession. Following appointment, a substantial proportion of teachers reported experiencing a pronounced mismatch between theoretical knowledge and classroom practice. Perceptions that teaching methods and strategies acquired during university education were insufficient when confronted with diverse student profiles and contextual conditions led teachers to develop doubts about their professional competence. This finding indicates that the theory-heavy structure of teacher education remains limited in addressing the multidimensional realities of classroom practice encountered during the early career period [ 46 ]. The absence of adequate guidance and resource support further exacerbates this mismatch, hindering teachers’ ability to develop effective instructional strategies [ 47 ]. The findings also demonstrate that the post-appointment phase is not confined solely to pedagogical adaptation, but encompasses logistical, socio-cultural, and contextual adaptation demands as well. Responsibilities such as working with limited resources, addressing the needs of students with special educational needs, and establishing effective communication with families directly influence teaching practices [ 48 ]. For teachers appointed to socio-culturally distinct regions, linguistic and cultural differences emerge as critical factors delaying the development of professional belonging [ 49 ]. In the Eastern and Southeastern regions of Türkiye, these conditions indicate that teachers are required to manage not only their instructional roles but also processes of social adaptation and identity construction simultaneously [ 50 , 51 ]. The findings related to the second research question suggest that enhancing teacher education and support systems can significantly reduce reality shock, improve teacher attitudes, and increase retention. Consistent with participants’ accounts, early-career challenges were framed not as issues to be managed through individual effort alone, but as conditions requiring systematic and institutionalized support. Participants emphasized the need to integrate practice-based experiences—such as rural internships and multi-grade classroom practices—into teacher education. They also highlighted the importance of targeted courses on emergency management, legal awareness, and cultural adaptation, as well as specialized training in bureaucratic procedures, special education, and psychological resilience. Taken together, these findings point to the necessity of systemic interventions that complement individual efforts during the transition into the profession. Well-structured support mechanisms are critical for facilitating early-career adjustment and ensuring long-term satisfaction. Embedding practice-oriented experiences into teacher education equips candidates with the skills needed to manage real-world challenges and reduces the gap between theoretical preparation and classroom realities [ 52 ]. Recent studies confirm that rural and multi-grade internships enhance teachers’ readiness for diverse school environments [ 53 , 54 ]. Similarly, mentoring- and school–university partnership models have been shown to ease professional workload and strengthen early-career resilience [ 55 ] [ 56 ]. Rather than relying solely on individual initiative, the findings advocate for structural reforms. Educational literature increasingly supports comprehensive orientation and induction programs as essential to easing new teachers' transitions and sustaining professional commitment [ 56 ]. Strong institutional support has been shown to boost teacher motivation and engagement [ 57 ]. These findings underscore the importance of teacher education systems that prioritize well-being and professional continuity. In the context of Türkiye, however, existing preparation and induction mechanisms remain fragmented and insufficient, often leaving early-career teachers to navigate reality shock largely on their own. This situation underscores the urgent need for holistic and sustainable support at both policy and institutional levels. 6. Conclusion This study examined the challenges early-career teachers face during their transition into the profession and the educational and institutional support needs emerging from these challenges. Using maximum variation sampling, it included teachers of different genders with up to ten years of experience from diverse provinces and school types, while analytically focusing on challenges experienced during the transition period and the initial years of teaching. This diversity allowed for the collection of rich, contextualized data and supported the transferability of findings to other contexts with similar educational systems. The study revealed that early-career teachers encounter multifaceted challenges throughout the transition into the profession, including emotional stress, bureaucratic hurdles, infrastructural inadequacies, socio-cultural mismatches, and classroom management issues. Uncertainties in the appointment process and institutional culture further diminish professional motivation. Rather than being addressed through individual coping efforts, these challenges were found to require systematic and institutionalized forms of support to be effectively mitigated. The findings highlight the need to strengthen mentoring, orientation, and psychosocial support programs, particularly for teachers placed in rural or disadvantaged regions. Additionally, the results underscore the importance of expanding practice-based components in teacher education, adopting region-sensitive education policies, and ensuring systemic support during the early career years. In doing so, this study contributes valuable insights to both national and international discussions on teacher education and professional development. Implications for Teacher Education Policy and Practice This study highlights the multidimensional nature of reality shock experienced by early-career teachers, showing that it cannot be addressed through individual-level approaches alone but requires systemic intervention [ 45 , 58 ]. Based on the findings of this study, restructuring teacher education policies becomes essential. A key priority is the integration of practice-based, context-sensitive experiences into teacher training, particularly those addressing the transition into the profession and the initial years of teaching. Rural internships, multi-grade teaching, and school-based problem-solving can help candidates prepare for real classroom challenges [ 52 , 59 ]. Equally important is the development of comprehensive orientation and mentoring systems. These should go beyond basic information delivery to include structured support from experienced teachers [ 56 , 60 ]. Mentoring has been shown to enhance teacher competence and retention [ 61 ]. Teacher education programs should also include targeted content on emergency management, legal awareness, special education, and cultural adaptation. These modules equip teachers to navigate complex environments more effectively during the early transition period [ 52 , 62 ]. To sustain early-career resilience, school leadership must adopt transformational approaches, as supportive leaders enhance motivation, engagement, and commitment [ 63 , 64 ]. Models that frame resilience primarily as an individual responsibility are insufficient. Institutional networks such as digital mentoring, regional support centers, and solidarity platforms should be reinforced to help teachers navigate early-career transition challenges within supportive organizational structures [ 65 , 66 ]. These policy and practice enhancements are vital not only for retaining teachers but also for supporting their professional growth and fulfillment during the initial stages of their careers. Finally, since the study relies exclusively on teachers' self-reports, future research should incorporate the perspectives of administrators and experienced educators for a more multidimensional understanding. Exploring teacher reality shock across different national systems may also enrich the global literature on teacher development. Abbreviations AI Artificial Intelligence KPSS Public Personnel Selection Examination (Kamu Personeli Seçme Sınavı) MoNE Ministry of National Education (Türkiye) Declarations Ethics Approval and Consent to Participate The study has been approved by the Ethics Committee for Social and Human Sciences Research at XXXX University (date: 30 May 2024, decision no: 2024-11). Official permission to conduct the study in state schools was granted by the Turkish Ministry of National Education (Application No: 202408153561435283; 15 August 2024). Furthermore, written informed consent was obtained from all participants on 25 September 2024 prior to data collection. Consent for Publication Not applicable Competing Interests The authors declare that there is no conflict of interest with any institution or person within the scope of the study. Author Contribution Study management: SK; study design and conceptualization: AK, MA, SK; data collection: AK, SK, SP; Data analysis: SK, MA; validation of findings and interpretation of the results: SK, MA; Preparation of the manuscript draft: MA, SK, SP. All authors reviewed the results and approved the final version of the manuscript. Acknowledgement The authors declare that the study is supported and funded by TÜBİTAK 1001 research project (Project No. 323K013). 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8958215","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":608133265,"identity":"c03c3c87-1a42-4ccf-af27-0bed81eff6d6","order_by":0,"name":"Songül Karabatak","email":"","orcid":"","institution":"Fırat University","correspondingAuthor":false,"prefix":"","firstName":"Songül","middleName":"","lastName":"Karabatak","suffix":""},{"id":608133266,"identity":"f754203d-8746-49b0-88d3-6242639b1c1b","order_by":1,"name":"Muslim Alanoglu","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA90lEQVRIiWNgGAWjYFAC5gYQKcPA3vjgAEQkgZAWRrAWHgaewwZALQYQLQeI0iKRDFJOhBbd9oONnwsqankMbj5mPFxR84eBnz3HgPnjHtxazM4kNkvPOHOcx+B2MsPBM8cMGCR73hgwHHiGR8uBxAZp3rZjQC35Bw42sBkwGNzIAWrB4zKz8w+bf4O13DzMcLDhnwGDPUEtNxLbgLbU8BjcYGY42NgGtEWCoJaHbdY8Zw7wSJ4B+qWxz5hH4syzggNn8Dos+fBtnoo6Ob7jh5k/NnyTk+NvT974oAKPFig4DGfxgAjCGhgY6ohQMwpGwSgYBSMWAACUQFmR07AOwgAAAABJRU5ErkJggg==","orcid":"","institution":"Fırat University","correspondingAuthor":true,"prefix":"","firstName":"Muslim","middleName":"","lastName":"Alanoglu","suffix":""},{"id":608133267,"identity":"24f14251-636a-4691-ae6d-5b12bf369fe7","order_by":2,"name":"Ayşenur Kuloğlu","email":"","orcid":"","institution":"Fırat University","correspondingAuthor":false,"prefix":"","firstName":"Ayşenur","middleName":"","lastName":"Kuloğlu","suffix":""},{"id":608133268,"identity":"399114af-be19-412a-94f1-fc6fd55bd04a","order_by":3,"name":"Süleyman Polat","email":"","orcid":"","institution":"Fırat University","correspondingAuthor":false,"prefix":"","firstName":"Süleyman","middleName":"","lastName":"Polat","suffix":""}],"badges":[],"createdAt":"2026-02-24 13:53:45","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8958215/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8958215/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":105563129,"identity":"958fdb5e-7e8a-455c-bf5d-d7a9daddd8c0","added_by":"auto","created_at":"2026-03-27 12:46:03","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":88808,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eReality Shock Themes\u003c/em\u003e\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-8958215/v1/bff89a20850059995ac7a139.png"},{"id":105057835,"identity":"961e346d-a952-4832-8ddd-4497641c984c","added_by":"auto","created_at":"2026-03-20 12:07:10","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":23968,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eRecommendations for Education Policies\u003c/em\u003e\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-8958215/v1/1d7efc090f55518edfcd1cf2.png"},{"id":105568952,"identity":"90fae6ad-30cb-4b10-a93c-e6da2f9de594","added_by":"auto","created_at":"2026-03-27 13:10:57","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1339743,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8958215/v1/17c4fe9f-6a03-486a-a00c-5b7a988ec99a.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Beyond Expectations: Reality Shock and Early-Career Challenges of Teachers in Türkiye","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eGlobally, teacher attrition poses a significant threat to the sustainability and quality of education. In countries such as the United States, Canada, the United Kingdom, Australia, and Sweden, it has been reported that between 30% and 50% of novice teachers leave the profession within their first five years of teaching [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. This situation has intensified debates regarding the extent to which teacher education programs adequately prepare pre-service teachers for the realities of the profession.\u003c/p\u003e \u003cp\u003eOne of the primary factors contributing to early-career attrition is reality shock, defined as the mismatch between pre-service expectations and in-service experiences [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Kramer\u0026rsquo;s [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e] Reality Shock Theory and Duchscher\u0026rsquo;s [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e] Transition Shock Model explain the cognitive, emotional, and social challenges individuals encounter while adapting to professional roles. Within the teaching context, Veenman [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e] highlighted frustrations related to classroom management, instructional planning, and collegial collaboration, while Huberman [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e] described the early career phase as a period characterized by \u0026ldquo;exploration and disillusionment,\u0026rdquo; which complicates the formation of professional identity.\u003c/p\u003e \u003cp\u003eThe literature indicates that discrepancies between classroom realities and expectations regarding discipline, bureaucratic demands, and institutional culture are common among early-career teachers [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Limited access to mentoring further intensifies professional isolation and strengthens teachers\u0026rsquo; intentions to leave the profession [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. These findings suggest that teacher retention is closely linked not only to individual effort but also to structural and institutional conditions shaping the early career experience [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn T\u0026uuml;rkiye, the centralized appointment system and regional inequalities further exacerbate these challenges during the early career phase. Teachers are often assigned\u0026mdash;regardless of their preferences\u0026mdash;to remote or socioeconomically disadvantaged regions, rendering the transition into the profession more complex and demanding. Although reality shock among early-career teachers has been extensively examined in the international literature, studies conducted in T\u0026uuml;rkiye have largely focused on related themes such as professional socialization, adjustment difficulties, and institutional support, rather than explicitly addressing these experiences within a comprehensive reality shock framework [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eWhile the phenomenon of reality shock is well documented internationally [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e], research examining its manifestations in socio-culturally and structurally diverse contexts such as T\u0026uuml;rkiye remains limited. In this context, the present study aims to explore the professional experiences of early-career teachers working in different regions of T\u0026uuml;rkiye through a qualitative approach, with a particular focus on the types of reality shock they encounter and the strategies they employ to cope with these challenges.\u003c/p\u003e \u003cp\u003eThis study seeks to address the following research questions:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat types of challenges do early-career teachers encounter as a result of reality shock?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat types of educational and support systems can reduce reality shock and enhance teacher retention?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eThis study conceptualizes reality shock not merely as an individual adjustment problem but as a multidimensional transition process shaped by policy and institutional structures. Accordingly, it offers practice-oriented recommendations aimed at improving teacher education and induction processes.\u003c/p\u003e"},{"header":"2. Literature Review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1. Reality Shock\u003c/h2\u003e \u003cp\u003eWhen individuals' experiences diverge from their expectations, emotional and cognitive reactions such as disappointment, confusion, stress, and anxiety may arise. This misalignment, often referred to as \u0026ldquo;reality shock\u0026rdquo; or \u0026ldquo;transition shock,\u0026rdquo; reflects the psychological impact of unmet expectations [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Kramer [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e] first described reality shock in new graduates facing unfamiliar tasks and responsibilities in professional settings. Building on this, Duchscher [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e] introduced the Transition Shock Model, which outlines the intellectual, emotional, and social adjustments required during the early stages of a career, particularly within the first few months. Although reality shock can occur in contexts like marriage, migration, or role changes, it is especially intense in teaching, where the contrast between professional expectations and classroom realities is often stark. Within the teaching profession, this gap is not limited to instructional demands but is also shaped by institutional structures, policy contexts, and working conditions encountered during the transition into practice. In this profession, the emotional toll of this gap can be profound, underscoring the importance of systematic preparation and structured support during the early career period.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2. Challenges Faced by Novice Educators\u003c/h2\u003e \u003cp\u003eProfessions requiring high levels of social interaction and responsibility, such as teaching, are especially prone to inducing reality shock. Newly appointed teachers face a range of challenges in their early careers, including uncertainty about placement, assignments in remote regions, inadequate preparation, institutional culture clashes, and bureaucratic hurdles. These difficulties can diminish job satisfaction and increase attrition risk [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. Appointment anxiety is a prominent concern. Uncertainty around the process, long waiting periods, and undesired outcomes often lead to disappointment and hopelessness [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Placement in rural or socioeconomically disadvantaged areas can further hinder motivation and adaptation [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. Institutional culture gaps also contribute to reality shock. New teachers often find the transition from the university environment to the school setting jarring. Differences in expectations, administrative norms, and teacher roles can foster alienation [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Administrative demands and procedural responsibilities are frequently identified as additional stressors during this transition. In addition, the theoretical focus and limited practicum experience of teacher education programs may leave teachers underprepared for real classroom demands. Difficulties in classroom management, instructional planning, and material development often contradict idealistic pre-service expectations, amplifying reality shock [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.3. The Teacher Appointment and Training System in T\u0026uuml;rkiye\u003c/h2\u003e \u003cp\u003eT\u0026uuml;rkiye\u0026rsquo;s teacher appointment and training system has undergone significant reforms in recent years. Since the early 2000s, the Public Personnel Selection Examination (in Turkish, KPSS- Kamu Personeli Se\u0026ccedil;me Sınavı) has served as the primary mechanism for appointing teacher candidates to public schools. Within this centralized system, graduates of education faculties and those who completed pedagogical formation programs were placed based on their KPSS scores [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Following the KPSS process, teacher candidates were also required to take an oral examination (interview) prior to appointment, and only those who were successful in this stage were appointed as teachers. No substantial structural change occurred in the teacher appointment system during the last decade leading up to 2025. However, the Teaching Profession Law enacted in 2022 and revised in 2024 redefined teaching as a profession requiring specialized expertise and introduced a competency-based approach. With this regulation, the National Education Academy was established to oversee pre-service teacher training [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. As of 2025, the KPSS has been replaced by the Academy Entrance Examination (AEE), which assesses not only academic knowledge but also pedagogical, communicative, and classroom management skills. Candidates who successfully complete the Academy\u0026rsquo;s program become eligible for appointment. This transformation reflects a shift from a knowledge-based assessment model to one focused on practical competencies [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. Despite these changes, centralized decision-making and standard-setting authority remain under the Ministry of National Education [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. Newly appointed teachers undergo a one-year probationary period supported by mentoring and orientation programs covering legal, digital, and institutional training [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eEarly-career teachers must serve at least four years in their initial assignment province before requesting a transfer, a policy designed to promote stability [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. Appointments are distributed across 12 regions defined by geographic and socio-economic factors [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. However, remote areas\u0026mdash;particularly in Eastern and Southeastern Anatolia\u0026mdash;face ongoing challenges, including difficult living conditions, cultural mismatches, and inadequate infrastructure. These issues often lead to transfer requests after mandatory service, resulting in high turnover and widening regional disparities [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. Teachers in these regions report emotional fatigue, social isolation, and low motivation due to family separation, cultural barriers, and language differences [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. In metropolitan areas, high living costs further discourage retention [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. These factors collectively weaken teacher commitment and student engagement, threatening educational quality.\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Method","content":"\u003cp\u003eThis study employed a qualitative descriptive approach to explore early-career teachers\u0026rsquo; experiences of reality shock as a transition process during the early stages of their professional careers in T\u0026uuml;rkiye. The qualitative design aimed to capture participants\u0026rsquo; detailed accounts of their transition into the teaching profession and the challenges they encountered across different phases of this transition and diverse educational contexts [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. The research focused on producing a rich, straightforward description of participants\u0026rsquo; experiences rather than developing abstract theoretical interpretations.\u003c/p\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e3.1. Participants\u003c/h2\u003e \u003cp\u003eThe study involved 33 teachers with 1\u0026ndash;10 years of professional experience, recruited through purposeful sampling with a maximum variation strategy to capture diversity across key demographic and contextual characteristics [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. As detailed in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, the sample reflects variation in gender, teaching experience, school type, and geographical location (province), providing a heterogeneous group of early-career teachers working in diverse educational contexts across T\u0026uuml;rkiye.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eParticipant characteristics\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCode\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eYears of Teaching Experience\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eProvince\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSchool type\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eElazığ\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMiddle School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eİstanbul\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMiddle School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDiyarbakır\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMiddle School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eİstanbul\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePreSchool\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAdıyaman\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMiddle School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eErzincan\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCombined School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eVan\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMiddle School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMuş\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDiyarbakır\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePrimary School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBing\u0026ouml;l\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMiddle School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eElazığ\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePrimary School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSiirt\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eVocational School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eŞırnak\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePreSchool\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDiyarbakır\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMiddle School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eElazığ\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePreSchool\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eElazığ\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePrimary School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eKahramanmaraş\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eElazığ\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePrimary School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDiyarbakır\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eElazığ\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMiddle School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eKahramanmaraş\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMiddle School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDiyarbakır\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDiyarbakır\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMiddle School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eErzurum\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePrimary School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eKahramanmaraş\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMuş\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMiddle School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eŞanlıurfa\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCombined School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSiirt\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eKahramanmaraş\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMiddle School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eErzurum\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePreSchool\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDiyarbakır\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eVocational School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTunceli\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eVocational School\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eT33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHakkari\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePreSchool\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAs summarized in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, the participants included 23 female and 10 male teachers. Participants were appointed to schools in 15 provinces (Adıyaman, Bing\u0026ouml;l, Diyarbakır, Elazığ, Erzincan, Erzurum, Hakkari, Kahramanmaraş, Muş, Siirt, Tunceli, Şanlıurfa, Van, İstanbul, and Şırnak), representing a variety of educational contexts. School types included middle schools (n\u0026thinsp;=\u0026thinsp;12), high schools (n\u0026thinsp;=\u0026thinsp;6), preschools (n\u0026thinsp;=\u0026thinsp;5), primary schools (n\u0026thinsp;=\u0026thinsp;5), vocational schools (n\u0026thinsp;=\u0026thinsp;3), and combined-grade schools (n\u0026thinsp;=\u0026thinsp;2). Interviews were conducted face-to-face with 20 teachers and online with 13. Although participants had varying levels of teaching experience, the analyses focused on challenges experienced during the transition into the profession and the initial years of teaching, with more experienced teachers providing retrospective accounts of their early-career experiences.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.2. Data Collection Tools and Process\u003c/h2\u003e \u003cp\u003eDuring the data collection process, a semi-structured interview technique was chosen to elicit in-depth, multilayered, and meaning-oriented insights essential to qualitative research [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. Prior to data collection, a detailed interview guide was developed. The guide\u0026rsquo;s first section collected basic demographic and professional information, including participants\u0026rsquo; gender, years of teaching experience, city of appointment, and school type.\u003c/p\u003e \u003cp\u003eThe second section focused on: (a) challenges encountered upon entering the profession; and (b) \u003cb\u003eeducational and institutional support needs\u003c/b\u003e that could have eased their transition. These areas were directly aligned with the study\u0026rsquo;s research questions. Two experts in teacher education with experience in qualitative research reviewed the interview guide and provided feedback on question clarity, relevance, and alignment with the research questions, recommending that the questions be framed around the themes of \u0026ldquo;Challenges,\u0026rdquo; \u0026ldquo;Strategies,\u0026rdquo; and \u0026ldquo;Recommendations.\u0026rdquo; A third expert reviewed the guide to ensure the adequacy and relevance of the questions in capturing early-career teachers\u0026rsquo; experiences, and the guide was piloted with two teachers. Feedback from both stages informed the final version.\u003c/p\u003e \u003cp\u003eCore interview questions were as follows:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eWhat were the most challenging situations you faced when you first entered the profession?\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eWhich strategies or methods did you develop on your own to cope with these challenges?\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eDuring your preparation for, or transition into, teaching, what kinds of training or support would have helped you overcome these difficulties more effectively?\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eAlthough face-to-face interviews were preferred to build rapport, scheduling limitations necessitated 13 online interviews. Both face-to-face and online interviews followed the same semi-structured protocol, and no systematic differences in data depth or content were observed between the two modalities. This mixed-mode approach improved access and sample diversity. Ethical approval for the study was granted by the Social and Human Sciences Research Ethics Committee of Fırat University (30 May 2024, decision no: 2024-11). Participants were provided with both written and verbal information about the study, and written informed consent was obtained from all participants on 25 September 2024 prior to their participation. They were reminded of their right to withdraw, and anonymity and confidentiality were strictly upheld, following institutional guidelines and the Declaration of Helsinki [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e] and its amendments.\u003c/p\u003e \u003cp\u003eFace-to-face interviews were conducted at the schools where the teachers were working, while online interviews were carried out via Collaborate, Fırat University\u0026rsquo;s video conferencing platform. All interviews were conducted at times convenient for the teachers. Each interview session involved two researchers: one moderated the discussion, while the other\u0026mdash;upon obtaining participants\u0026rsquo; consent\u0026mdash;audio-recorded the session and took field notes. Interviews lasted approximately 18\u0026ndash;30 minutes, with additional probing questions used when needed to elicit richer accounts. Data collection continued until thematic saturation was achieved, defined as the point at which no substantively new codes or themes emerged [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e3.3. Data Analysis\u003c/h2\u003e \u003cp\u003eInterview recordings were transcribed verbatim. During the transcription process, participants\u0026rsquo; original expressions and intended meanings were preserved, while only repetitions, filler words, and unclear interruptions were removed. The resulting transcripts were shared with participants via email for verification purposes. Participants reviewed their transcripts and confirmed the accuracy of their statements, a process commonly referred to as member checking, which enhanced the credibility and transparency of the data. Following the verification process, the transcripts were anonymized in accordance with ethical principles; participants were assigned codes (e.g., T1, T2, T3) while preserving limited contextual information relevant to the transition process for meaningful interpretation.\u003c/p\u003e \u003cp\u003eData analysis was conducted using Braun and Clarke\u0026rsquo;s [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e] six-phase thematic analysis framework: (1) familiarization with the data, (2) generation of initial codes, (3) identification of themes, (4) review of themes, (5) definition and naming of themes, and (6) reporting. This framework was adopted to allow for both inductive coding and flexibility in capturing temporally and contextually situated meanings across participants\u0026rsquo; narratives.\u003c/p\u003e \u003cp\u003eDuring the familiarization phase, the researchers iteratively reviewed the transcripts to identify recurring meanings and patterns. The coding process was carried out independently by two researchers to ensure analytic rigor and consistency. Meaningful segments of data were assigned open codes, which were generated inductively from the data rather than derived from a pre-existing coding scheme, and were subsequently grouped into sub-themes and integrated into broader themes. Throughout the analysis, decisions regarding coding and revisions to code definitions were systematically documented, and the organization of codes under sub-themes and themes was regularly reviewed. Following the independent coding process, the researchers met to discuss similarities and differences in their analyses. Discrepancies regarding the categorization of participant statements were resolved by re-examining the contextual and temporal positioning of experiences within the transition into the profession. For example, initial disagreements arose as to whether statements related to \u0026ldquo;bureaucratic challenges\u0026rdquo; referred to pre-appointment or post-appointment processes. In such cases, participants\u0026rsquo; temporal references and contextual indicators were carefully reconsidered, leading to a shared analytical decision. Similarly, in some statements concerning \u0026ldquo;document preparation,\u0026rdquo; it was initially unclear whether the documents referred to instructional materials used in teaching or to official paperwork required during the appointment process. These ambiguities were re-evaluated, discussed, and reclassified under the most appropriate sub-themes. Inter-coder agreement was calculated (Cohen\u0026rsquo;s κ\u0026thinsp;=\u0026thinsp;.81), indicating substantial agreement [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. This level of agreement suggests a high degree of consistency in the coding process while allowing for interpretive discussion during theme refinement. After completing these steps, the thematic structure was reviewed holistically to ensure that the themes clearly and coherently reflected the research questions.\u003c/p\u003e \u003cp\u003eFollowing theme construction, the thematic framework was reviewed by an additional expert with experience in qualitative research and teacher education. The expert evaluation focused on the clarity of themes, the degree of overlap, and alignment with the research questions, concluding that the thematic structure was coherent and adequate. This external review contributed to the confirmability and trustworthiness of the analysis. Final theme labels were developed to accurately reflect participants\u0026rsquo; meanings and the aims of the study. During the reporting phase, the findings were presented through integrated narratives supported by representative participant quotations, enabling a nuanced portrayal of the thematic content and the structural and socio-cultural contexts shaping participants\u0026rsquo; experiences.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e presents an illustrative excerpt from the analysis process, demonstrating how codes were grouped under sub-themes.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eIllustrative Example of the Thematic Analysis Process: Challenges Before Appointment\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTheme 1: \u0026ldquo;Challenges Before Appointment\u0026rdquo;\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u0026bull; \u003cb\u003eSub-Theme (ST1)\u003c/b\u003e: \u003cem\u003eAppointment Uncertainty and Psychological Strain\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eInitial Codes\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eParticipant Statements\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAppointment outside preference anxiety\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026ldquo;\u0026hellip;If I had been appointed to a place I didn\u0026rsquo;t choose, it might have prolonged my adjustment period\u0026hellip;\u0026rdquo; (T17)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUncertainty of appointment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026ldquo;\u0026hellip;The uncertainty in the appointment system worried me and my colleagues\u0026hellip;\u0026rdquo; (T16)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAppointment result stress\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026ldquo;\u0026hellip;The announcement calendar was quite delayed, and I was appointed a year later...\u0026rdquo; (T25). \u0026ldquo;\u0026hellip;Waiting during the appointment process was the biggest source of stress...\u0026rdquo; (T24)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"2\"\u003e\u003cb\u003eNote.\u003c/b\u003e This table provides an illustrative example of the thematic analysis process and does not represent the full set of codes or themes identified in the study. It demonstrates how participants\u0026rsquo; statements were grouped into a sub-theme within Theme 1.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"4. Findings","content":"\u003cp\u003eThis section presents the findings in accordance with the research questions. First, it addresses the challenges associated with reality shock experienced by early-career teachers during their transition into the profession; it then presents the educational and institutional support needs derived from participants\u0026rsquo; experiences.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e4.1. Early-Career Challenges of Teachers\u003c/h2\u003e \u003cp\u003eIn response to the first research question, \u0026ldquo;What types of challenges do early-career teachers encounter as a result of reality shock?\u0026rdquo;, the findings were organized around three overarching themes representing sequential yet interconnected phases of the transition into teaching: challenges before appointment, challenges during the appointment process, and challenges after appointment. This structure reflects the temporal progression of early-career teachers\u0026rsquo; experiences rather than discrete or isolated stages. This thematic framework is illustrated in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eTheme 1: Challenges Before Appointment\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThis theme addresses the complex and multifaceted challenges that early-career teachers encounter before their first appointment.\u003c/p\u003e \u003cp\u003e \u003cb\u003eAppointment Uncertainty and Psychological Strain\u003c/b\u003e \u003c/p\u003e \u003cp\u003eParticipants described the pre-appointment period as a process marked by prolonged uncertainty intertwined with intense psychological and emotional strain. Limited access to clear information regarding quotas, appointment schedules, and placement outcomes made it difficult for teachers to plan for their future, while the unpredictability of the process heightened feelings of anxiety and stress. One participant articulated this experience as follows: \u003cem\u003e\u0026ldquo;Until the quotas determined by the MoNE were announced, there was no clarity about how the process would proceed; this structural uncertainty gradually eroded my sense of hope about the profession\u0026rdquo;\u003c/em\u003e (T2).\u003c/p\u003e \u003cp\u003eParticipants emphasized that this uncertainty was experienced not only at the level of individual anxiety but also in conjunction with societal expectations and environmental pressures. As the process extended over time, some teachers reported declining motivation, emotional exhaustion, and a growing sense of detachment from the profession. One participant expressed this sentiment by stating: \u003cem\u003e\u0026ldquo;Each unsuccessful exam result and each instance of not being appointed lowered my motivation a little more; during my period as a contract teacher, I even considered leaving the profession\u0026rdquo;\u003c/em\u003e (T9).\u003c/p\u003e \u003cp\u003eThese findings indicate that uncertainty during the appointment process is not merely a temporary waiting period for early-career teachers; rather, it is experienced as a multidimensional process that negatively affects professional motivation, psychological resilience, and the formation of teacher identity.\u003c/p\u003e \u003cp\u003e \u003cb\u003eAppointment and Interview System\u003c/b\u003e \u003c/p\u003e \u003cp\u003eBeyond uncertainty, participants frequently questioned the fairness and merit-based nature of the appointment process. In particular, the interview stage was perceived as problematic in terms of objectivity and transparency, and this perception was often expressed alongside feelings of distrust toward the process. Many participants reported that strong performance on the written examination could be overshadowed by interview outcomes that were regarded as unpredictable. One teacher described this experience as follows: \u003cem\u003e\u0026ldquo;Even if you score highly on the written exams conducted as part of the teacher selection and appointment system, everything can change in the interview. Sometimes we experience an unfair interview process\u0026rdquo;\u003c/em\u003e (T20).\u003c/p\u003e \u003cp\u003eSimilarly, some participants stated that years of preparation had lost their meaning within a system in which success was perceived as not being solely based on effort and merit. One participant expressed this view by stating: \u003cem\u003e\u0026ldquo;We worked for years, but the appointment system made us feel that success was not entirely dependent on effort\u0026rdquo;\u003c/em\u003e (T25).\u003c/p\u003e \u003cp\u003eThese accounts reflect how participants described their perceptions of fairness in the appointment and interview process in relation to their professional expectations and their sense of trust in institutional structures.\u003c/p\u003e \u003cp\u003e \u003cb\u003eStructural Imbalances\u003c/b\u003e \u003c/p\u003e \u003cp\u003eParticipants drew attention to mismatches within the teacher appointment system, particularly between the increasing number of graduates and the limited employment opportunities available. This situation was described as creating an intensely competitive and anxiety-inducing context during the pre-appointment period. Many teachers reported perceiving the distribution of quotas across subject areas and regions as unfair, and this perception was frequently expressed alongside feelings of injustice. One participant summarized this situation by stating: \u003cem\u003e\u0026ldquo;In some teaching fields, the number of graduates is very high, yet the number of positions allocated to these fields within the selection and appointment system remains extremely limited\u0026rdquo;\u003c/em\u003e (T16).\u003c/p\u003e \u003cp\u003eSimilarly, limited quotas in specific subject areas were described by participants as a major source of concern. One teacher expressed this anxiety by stating: \u003cem\u003e\u0026ldquo;The lack of sufficient positions in my subject area created serious anxiety for us\u0026rdquo;\u003c/em\u003e (T22).\u003c/p\u003e \u003cp\u003eThese accounts reflect how participants described policy-level structural imbalances in relation to the anxiety, uncertainty, and perceptions of fairness they experienced during the pre-appointment period.\u003c/p\u003e \u003cp\u003e \u003cb\u003eRegional and Institutional Unpreparedness\u003c/b\u003e \u003c/p\u003e \u003cp\u003eParticipants reported facing limited preparation for the regional and cultural contexts to which they might be appointed. A lack of knowledge regarding local languages, cultural norms, and social structures was described as being experienced alongside feelings of uncertainty and anxiety, particularly among teachers expecting assignments to culturally different or socioeconomically disadvantaged regions. One participant articulated this experience as follows: \u003cem\u003e\u0026ldquo;I knew nothing about the language and culture of the region where I would be appointed, and this made the uncertainty even more frightening\u0026rdquo;\u003c/em\u003e (T1).\u003c/p\u003e \u003cp\u003e Participants\u0026rsquo; narratives indicate that insufficient contextual preparation was discussed in relation to perceptions of professional and social competence and that this lack of preparation accompanied an emotionally challenging pre-appointment experience.\u003c/p\u003e \u003cp\u003eWhen considered collectively, the findings related to the first theme highlight the pre-appointment period as a prominent component of early-career teachers\u0026rsquo; reality shock experiences. Participants\u0026rsquo; accounts reveal that prolonged uncertainty, perceptions of fairness regarding appointment practices, structural constraints, and limited institutional guidance were experienced intensively during this phase. These experiences were frequently described alongside emotional strain, declining motivation, and feelings of uncertainty toward the profession. The findings indicate that challenges related to the professional adjustment process begin to take shape upon teacher candidates\u0026rsquo; graduation, emerging well before teachers formally enter the classroom.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTheme 2: Challenges During the Appointment Process\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThis theme focuses on the challenges experienced by early-career teachers during the appointment process.\u003c/p\u003e \u003cp\u003e \u003cb\u003eUncertainty and Complexity in Bureaucratic Procedures\u003c/b\u003e \u003c/p\u003e \u003cp\u003eParticipants\u0026rsquo; accounts indicate that these burdens became visible through both procedural requirements (e.g., uncertainty about how documents should be completed, which documents were required, and when and where they should be submitted) and situational conditions (e.g., prolonged waiting periods, being redirected between institutions, and processes progressing largely beyond teachers\u0026rsquo; control). While bureaucracy was also felt during the pre-appointment phase, it was described as being experienced more directly and intensely during the appointment process itself.\u003c/p\u003e \u003cp\u003eParticipants frequently described the appointment process as bureaucratically complex and poorly coordinated. In particular, the absence of clear and standardized guidelines for document preparation contributed to increased procedural uncertainty, and some participants reported receiving inconsistent or insufficient information about the process. One teacher described this situation as follows: \u003cem\u003e\u0026ldquo;I did not know how to complete the documents; no one clearly explained what I needed to do or when I needed to do it\u0026rdquo;\u003c/em\u003e (T3).\u003c/p\u003e \u003cp\u003eIn addition, prolonged security background checks and delays in obtaining mandatory medical reports (e.g., uncertainty regarding waiting times and the lack of clear information about the duration of these procedures) were discussed alongside aspects of the process perceived as beyond participants\u0026rsquo; control. Participants associated these experiences with uncertainty and emotional strain, as reflected in the following statement: \u003cem\u003e\u0026ldquo;The security investigation took so long that it could make people doubtful or lead to stress and other psychological difficulties\u0026rdquo;\u003c/em\u003e (T25).\u003c/p\u003e \u003cp\u003eThese accounts show that bureaucratic procedures during the appointment process were experienced alongside perceptions of uncertainty and loss of control.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTransportation and Settlement Problems\u003c/b\u003e \u003c/p\u003e \u003cp\u003eLogistical challenges related to transportation and housing emerged as another area of difficulty encountered during the appointment process. Many participants reported that duty stations\u0026mdash;particularly those located in rural or remote areas\u0026mdash;were geographically isolated and accessible through limited transportation options. Restricted transportation services, road conditions, and travel costs contributed to experiences of accessing the workplace as both time-consuming and economically demanding. One participant described this situation as follows: \u003cem\u003e\u0026ldquo;There was only one minibus to my village each day; if I missed it, it was impossible for me to reach the school\u0026rdquo;\u003c/em\u003e (T1).\u003c/p\u003e \u003cp\u003eHousing-related difficulties were also discussed alongside these logistical challenges. The inadequacy or absence of teacher accommodation led some teachers to seek private housing, a process described as involving both financial and time-related difficulties. One participant conveyed this experience by stating: \u003cem\u003e\u0026ldquo;There was no teacher housing, so I had to rent a house far away and commute every day\u0026rdquo;\u003c/em\u003e (T23).\u003c/p\u003e \u003cp\u003eThese narratives illustrate that transportation and settlement challenges during the appointment process were discussed not only as administrative issues but also as integral parts of teachers\u0026rsquo; everyday life experiences.\u003c/p\u003e \u003cp\u003e \u003cb\u003eAlienation from the Place of Duty\u003c/b\u003e \u003c/p\u003e \u003cp\u003e Participants frequently described feelings of alienation toward the locations to which they were appointed. Teachers working in regions that differed from their own cultural, linguistic, or lifestyle backgrounds reported difficulties in adapting to the local social environment. In participants\u0026rsquo; narratives, unfamiliar cultural norms and limited social interaction were often discussed alongside feelings of loneliness and social exclusion. One participant described this experience as follows: \u003cem\u003e\u0026ldquo;I felt completely like a stranger. Everything\u0026mdash;from the way people spoke to everyday life\u0026mdash;felt unfamiliar to me\u0026rdquo;\u003c/em\u003e (T26).\u003c/p\u003e \u003cp\u003eSome participants also described the economic conditions of their assigned regions as falling below their expectations. These conditions were discussed in relation to feelings of dissatisfaction and detachment and were associated with a prolonged social adjustment process. One participant expressed this experience by stating: \u003cem\u003e\u0026ldquo;Living conditions were much more difficult than I had expected, and this made emotional adjustment quite challenging for me\u0026rdquo;\u003c/em\u003e (T14).\u003c/p\u003e \u003cp\u003eThese accounts indicate that cultural, social, and economic adaptation challenges were experienced together during the appointment process.\u003c/p\u003e \u003cp\u003eWhen the findings related to the \u003cb\u003esecond theme\u003c/b\u003e are considered collectively, the appointment process emerges as an experiential context in which bureaucratic uncertainties, logistical challenges, and socio-cultural adaptation issues intersect. Participants\u0026rsquo; narratives indicate that this process was experienced not merely as an administrative transition but as a multidimensional phase requiring adaptation to a new environment, institutional structure, and social context. In this respect, the appointment process occupies a prominent place in early-career teachers\u0026rsquo; experiences of transitioning into the profession.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTheme 3: Challenges After Appointment\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThis theme focuses on the challenges experienced by teachers after they start their duties at their assigned schools.\u003c/p\u003e \u003cp\u003e \u003cb\u003eInsufficient Professional Preparation and Pedagogical Challenges\u003c/b\u003e \u003c/p\u003e \u003cp\u003eParticipants frequently reported that they did not feel sufficiently prepared from a pedagogical perspective when confronted with classroom practices. In particular, crowded classrooms, learning environments comprising students from different age groups, and inclusive education practices were described in participants\u0026rsquo; accounts as challenges related to classroom management. Teachers noted that their pre-service education offered limited practical guidance for managing such complex classroom settings. One participant described this situation as follows: \u003cem\u003e\u0026ldquo;Students from different age groups were in the same classroom, and I did not know how to manage this situation\u0026rdquo;\u003c/em\u003e (T14).\u003c/p\u003e \u003cp\u003eIn addition to classroom management, tasks related to instructional planning were also described as challenging. Preparing annual, weekly, and daily lesson plans, organizing learning activities, and maintaining mandatory classroom records were experienced as intensive and overwhelming responsibilities, particularly during the first months of teaching. Participants\u0026rsquo; narratives indicated that the theoretical knowledge acquired during pre-service education did not always align with the procedural demands of classroom practice. One teacher expressed this as follows: \u003cem\u003e\u0026ldquo;The theoretical courses we took on classroom management were insufficient in practice. Taking these courses only at a theoretical level did not help me much in a real classroom environment\u0026rdquo;\u003c/em\u003e (T15).\u003c/p\u003e \u003cp\u003eParticipants also discussed the limited availability of guidance and resources for inclusive education in relation to their perceptions of professional competence and self-confidence.\u003c/p\u003e \u003cp\u003e \u003cb\u003eCultural and Socio-Economic Adaptation Challenges\u003c/b\u003e \u003c/p\u003e \u003cp\u003eParticipants frequently referred to differences between their own socio-cultural backgrounds and the characteristics of the regions to which they were assigned during the post-appointment period. Teachers working in regions where students spoke a different first language at home reported experiencing communication difficulties related to linguistic differences. In participants\u0026rsquo; narratives, this was described as an experiential domain closely linked to classroom interaction. One participant stated: \u003cem\u003e\u0026ldquo;Most of my students spoke another language at home, and at first it was very difficult to communicate\u0026rdquo;\u003c/em\u003e (T13).\u003c/p\u003e \u003cp\u003eSocio-economic conditions were also discussed alongside school practices. Agricultural cycles, families\u0026rsquo; reliance on child labor, and economic deprivation were described as contextual factors contributing to frequent absenteeism in some regions. Differences in students\u0026rsquo; self-care skills and levels of academic readiness were also mentioned in relation to instructional planning. One participant described this experience as follows: \u003cem\u003e\u0026ldquo;During the harvest season, many students did not come to school because they had to help their families\u0026rdquo;\u003c/em\u003e (T2).\u003c/p\u003e \u003cp\u003eThese accounts show that requirements for adaptation to cultural and socio-economic contexts were experienced as an important component of post-appointment teaching experiences.\u003c/p\u003e \u003cp\u003e \u003cb\u003eInadequate Physical and Institutional Conditions\u003c/b\u003e \u003c/p\u003e \u003cp\u003eParticipants frequently referred to limitations related to the physical and institutional conditions of the schools where they worked. Outdated or insufficient infrastructure, poorly maintained school buildings, and a lack of basic instructional materials were mentioned alongside teaching environments. Teachers working in multigrade classrooms, in particular, described these conditions as experiences that complicated the instructional process. One participant stated: \u003cem\u003e\u0026ldquo;The classroom was small, dark, and lacked basic materials. Teaching under these conditions was both exhausting and very demanding\u0026rdquo;\u003c/em\u003e (T20).\u003c/p\u003e \u003cp\u003eIn participants\u0026rsquo; narratives, these physical and institutional limitations were discussed in relation to pedagogical practices and teachers\u0026rsquo; everyday professional experiences.\u003c/p\u003e \u003cp\u003e \u003cb\u003eAdministrative Relations and Psychosocial Pressures\u003c/b\u003e \u003c/p\u003e \u003cp\u003e Participants frequently discussed their relationships with school administrators during the post-appointment period. Some teachers reported encountering management approaches that limited teacher autonomy and participation in decision-making processes. Experiences related to task distribution for novice teachers were often discussed alongside perceptions of fairness and equity. One participant described this situation as follows: \u003cem\u003e\u0026ldquo;As a new teacher, all additional duties were assigned to me without any explanation\u0026rdquo;\u003c/em\u003e (T11).\u003c/p\u003e \u003cp\u003eSome participants also reported experiences of exclusion, constant criticism, and a lack of professional support in their relationships with administrators or colleagues. In participants\u0026rsquo; accounts, such experiences were expressed alongside feelings related to psychological safety and loneliness. One participant conveyed this experience by stating: \u003cem\u003e\u0026ldquo;Instead of receiving guidance, I was constantly criticized. I felt invisible\u0026rdquo;\u003c/em\u003e (T27).\u003c/p\u003e \u003cp\u003eThese narratives show that administrative relations and psychosocial experiences were discussed as part of teachers\u0026rsquo; everyday professional lives during the post-appointment period.\u003c/p\u003e \u003cp\u003e \u003cb\u003eMismatch between Curriculum, Institutional Systems, and Practice\u003c/b\u003e \u003c/p\u003e \u003cp\u003e Participants frequently referred to a mismatch between the national curriculum, institutional practices, and the contextual characteristics of the regions in which they worked. Teachers reported difficulties in implementing a standardized curriculum that they felt did not adequately reflect local socio-cultural and economic conditions. One participant expressed this view by stating: \u003cem\u003e\u0026ldquo;The curriculum seemed to be designed not for the realities of the region where I was appointed, but rather for schools in provincial centers\u0026rdquo;\u003c/em\u003e (T18).\u003c/p\u003e \u003cp\u003eIn addition, limited familiarity with institutional digital platforms (e.g., e-school systems) and insufficient information regarding bureaucratic procedures were discussed alongside everyday professional tasks. Some teachers also mentioned a lack of knowledge about their legal rights and employment conditions as public employees. One participant stated: \u003cem\u003e\u0026ldquo;We never really paid attention to what our rights were or how the system worked during our undergraduate education\u0026rdquo;\u003c/em\u003e (T21).\u003c/p\u003e \u003cp\u003eThese accounts indicate that adaptation requirements related to the curriculum and institutional systems were experienced as part of post-appointment teaching experiences.\u003c/p\u003e \u003cp\u003eWhen the findings related to the third theme are considered collectively, the post-appointment period is described as a multidimensional experiential domain shaped by pedagogical practices, cultural and socio-economic adaptation requirements, physical conditions, and institutional relationships. Participants\u0026rsquo; narratives indicate that this period occupied an important place in their everyday professional lives and involved multiple, interrelated dimensions of professional transition shaped by pedagogical, institutional, and socio-cultural conditions.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e4.2. Recommendations to Mitigate Reality Shock and Enhance Retention\u003c/h2\u003e \u003cp\u003eThe results of the thematic analysis related to the second research question, \u0026ldquo;What types of educational and support systems can be developed to reduce reality shock and enhance teacher retention?\u0026rdquo;, are presented in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eTheme 5: Recommendations for Education Policies\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThis theme addresses the policy-related recommendations articulated by early-career teachers based on their experiences during the transition into the teaching profession. Within this theme, recommendations derived from participants\u0026rsquo; narratives are presented under three sub-themes.\u003c/p\u003e \u003cp\u003e \u003cb\u003eEnriching the Curriculum\u003c/b\u003e \u003c/p\u003e \u003cp\u003eParticipants expressed views emphasizing the need to restructure teacher education programs to place greater emphasis on practical components. They frequently stated that course content should be organized in a way that establishes a stronger connection between pedagogical theory and classroom practice. In particular, participants highlighted the importance of addressing diverse school contexts\u0026mdash;such as village schools and multigrade classrooms\u0026mdash;through practicum experiences during the pre-appointment period. One participant articulated this view as follows: \u003cem\u003e\u0026ldquo;There definitely should have been courses and practicum experiences focused on multigrade classrooms. At least if we had visited such a setting once, I would not have felt so unprepared when I started teaching\u0026rdquo;\u003c/em\u003e (T14).\u003c/p\u003e \u003cp\u003eIn addition, some participants recommended that digital and instructional programs implemented by the MoNE, as well as school-based practices, should be addressed more explicitly within teacher education programs. In participants\u0026rsquo; narratives, familiarity with such systems during pre-service education was discussed in relation to their experiences of transitioning into the profession.\u003c/p\u003e \u003cp\u003e \u003cb\u003eAdding Professional and Contextual Development Courses\u003c/b\u003e \u003c/p\u003e \u003cp\u003eParticipants proposed the inclusion of courses addressing professional knowledge areas that they perceived as becoming particularly necessary during the early career stage but insufficiently covered during undergraduate education, alongside pedagogical skills. In participants\u0026rsquo; narratives, topics such as emergency management and first aid, educational law and teachers\u0026rsquo; rights, and regional awareness and cultural diversity were emphasized as areas that should be addressed more explicitly within teacher education programs. These areas were described as domains of knowledge and preparation closely associated with early-career teachers\u0026rsquo; professional experiences.\u003c/p\u003e \u003cp\u003eFor example, one participant expressed their views on legal literacy as follows: \u003cem\u003e\u0026ldquo;If courses on educational law and teachers\u0026rsquo; rights had been offered during undergraduate education, many problems could have been resolved without experiencing them so intensely or feeling so alone\u0026rdquo;\u003c/em\u003e (T21). Similarly, another participant described their experience regarding emergency preparedness by stating: \u003cem\u003e\u0026ldquo;During duty hours or in class, we really need first aid knowledge. This training should definitely be provided in a practical way during undergraduate education\u0026rdquo;\u003c/em\u003e (T6).\u003c/p\u003e \u003cp\u003eParticipants\u0026rsquo; narratives indicate that such course content was discussed in relation to teachers\u0026rsquo; experiences during the transition into the profession.\u003c/p\u003e \u003cp\u003e \u003cb\u003eSpecial Practices for the Teaching Profession\u003c/b\u003e \u003c/p\u003e \u003cp\u003eParticipants offered recommendations to ensure that practices specific to the teaching profession are addressed more visibly within teacher education programs. In particular, the need for practical instruction related to official documents and procedures (e.g., appointment paperwork, institutional workflows, and administrative forms) was frequently emphasized in participants\u0026rsquo; accounts. These processes were discussed alongside the challenges encountered by teachers during the early career period. One participant articulated this view as follows: \u003cem\u003e\u0026ldquo;Teaching candidates should be practically trained in all official documents and procedures they will encounter before starting work; this is one of the most fundamental requirements for navigating the transition into the profession\u0026rdquo;\u003c/em\u003e (T3).\u003c/p\u003e \u003cp\u003eIn addition, some participants highlighted the importance of training focused on inclusive education delivered by specialists in special education and centered on classroom practice. Such training was discussed in participants\u0026rsquo; narratives in relation to field-based experiences. One participant expressed this perspective by stating: \u003cem\u003e\u0026ldquo;When working with inclusive students, I realized that the definitions in regulations often have little relevance in real classrooms. I think education policies should require practice-based training led by specialists that demonstrates how to work with these students in actual classroom settings\u0026rdquo;\u003c/em\u003e (T10).\u003c/p\u003e \u003cp\u003eThese accounts show that recommendations related to profession-specific practices were articulated within the context of participants\u0026rsquo; early-career experiences.\u003c/p\u003e \u003cp\u003eFinally, participants expressed expectations regarding guidance services and structured mentoring practices and institutional guidance mechanisms to support teachers\u0026rsquo; psychological well-being during the early career period. In participants\u0026rsquo; narratives, opportunities for psychological support and professional guidance were discussed alongside experiences of transitioning into the teaching profession. One participant described this expectation as follows: \u003cem\u003e\u0026ldquo;A novice teacher should not be expected to cope with everything alone as if they must always be strong. If there had been a structured mentoring system where we could receive guidance and emotional support during the first years, many of the difficulties I experienced would not have felt so overwhelming\u0026rdquo;\u003c/em\u003e (T21).\u003c/p\u003e \u003cp\u003eOverall, the recommendations articulated by participants were discussed in relation to practice-based preparation processes, professional and individual development content, and support mechanisms specific to the teaching profession. These narratives indicate that teachers\u0026rsquo; expectations and recommendations regarding the early career period were expressed within the context of teacher education and transition-to-profession experiences.\u003c/p\u003e \u003c/div\u003e"},{"header":"5. Discussion","content":"\u003cp\u003eThis study examined the challenges early-career teachers encounter during their transition into the teaching profession and the educational and institutional support needs that emerge from these experiences. Based on interviews conducted with 33 teachers working in different regions and subject areas across T\u0026uuml;rkiye, the findings indicate that the early-career experience is perceived as a temporally progressive transition process shaped by the interaction of multiple interrelated structural and contextual factors. During this transition, teachers simultaneously confront emotional strain, perceptions of pedagogical inadequacy, socio-cultural adaptation difficulties, and challenges related to institutional functioning. These findings suggest that reality shock should be understood not merely as a set of individual adjustment difficulties, but as a holistic phenomenon embedded within policy, institutional, and practice-level dynamics shaping entry into the teaching profession. Accordingly, reality shock is conceptualized as a temporal process that begins in the pre-appointment period following graduation, extends through the appointment process, and continues into the post-appointment phase, influenced by national appointment policies and institutional governance structures. From this perspective, the study contributes to the reality shock literature by framing teachers\u0026rsquo; transition into the profession within a structural and temporal analytical framework.\u003c/p\u003e \u003cp\u003eThe findings related to the first research question indicate that the challenges experienced by early-career teachers are structured across three interrelated phases: the pre-appointment period, the appointment process, and the post-appointment period. Within this framework, challenges in the pre-appointment phase are most prominently characterized by emotionally demanding experiences driven by prolonged uncertainty. Early-career teachers, who are concurrently negotiating the expectations and responsibilities associated with entry into a new professional role, reported experiencing intense anxiety during extended periods of uncertainty both before and immediately following appointment. This emotional burden undermines teachers\u0026rsquo; capacity to manage professional responsibilities and heightens the risk of early burnout [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. These findings suggest that emotional strain in the early career period is shaped not only by individual characteristics but also by structural uncertainties embedded in the transition into the profession. In the Turkish context, uncertainties related to interviews and appointment outcomes have been shown to generate emotional exhaustion even before teachers formally enter the classroom [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]. Moreover, the examination-oriented appointment system appears insufficient in preparing teacher candidates for the social and institutional realities of the regions in which they are assigned, thereby contributing to feelings of loneliness and professional alienation during the initial years of teaching [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn addition, participants\u0026rsquo; narratives reveal that bureaucratic complexity and procedural uncertainty intensify particularly during the appointment process. Document preparation, security background checks, and deficiencies in inter-institutional coordination were experienced as processes largely beyond teachers\u0026rsquo; control; consequently, the emotional burden accumulated during the pre-appointment period deepened further throughout the appointment phase. This finding underscores that the difficulties faced by early-career teachers are not limited to classroom-based challenges but are also closely associated with administrative and institutional structures [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e]. Therefore, strengthening practice-oriented preparation, structured mentoring, and institutional support mechanisms within teacher education and appointment processes may play a critical role in mitigating the multidimensional challenges encountered during the early career period [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e]. This holistic perspective offers important implications for policymakers and educational leaders, calling for a re-examination of the transition into the teaching profession.\u003c/p\u003e \u003cp\u003eFollowing appointment, a substantial proportion of teachers reported experiencing a pronounced mismatch between theoretical knowledge and classroom practice. Perceptions that teaching methods and strategies acquired during university education were insufficient when confronted with diverse student profiles and contextual conditions led teachers to develop doubts about their professional competence. This finding indicates that the theory-heavy structure of teacher education remains limited in addressing the multidimensional realities of classroom practice encountered during the early career period [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e]. The absence of adequate guidance and resource support further exacerbates this mismatch, hindering teachers\u0026rsquo; ability to develop effective instructional strategies [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]. The findings also demonstrate that the post-appointment phase is not confined solely to pedagogical adaptation, but encompasses logistical, socio-cultural, and contextual adaptation demands as well. Responsibilities such as working with limited resources, addressing the needs of students with special educational needs, and establishing effective communication with families directly influence teaching practices [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. For teachers appointed to socio-culturally distinct regions, linguistic and cultural differences emerge as critical factors delaying the development of professional belonging [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e]. In the Eastern and Southeastern regions of T\u0026uuml;rkiye, these conditions indicate that teachers are required to manage not only their instructional roles but also processes of social adaptation and identity construction simultaneously [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe findings related to the second research question suggest that enhancing teacher education and support systems can significantly reduce reality shock, improve teacher attitudes, and increase retention. Consistent with participants\u0026rsquo; accounts, early-career challenges were framed not as issues to be managed through individual effort alone, but as conditions requiring systematic and institutionalized support. Participants emphasized the need to integrate practice-based experiences\u0026mdash;such as rural internships and multi-grade classroom practices\u0026mdash;into teacher education. They also highlighted the importance of targeted courses on emergency management, legal awareness, and cultural adaptation, as well as specialized training in bureaucratic procedures, special education, and psychological resilience. Taken together, these findings point to the necessity of systemic interventions that complement individual efforts during the transition into the profession.\u003c/p\u003e \u003cp\u003eWell-structured support mechanisms are critical for facilitating early-career adjustment and ensuring long-term satisfaction. Embedding practice-oriented experiences into teacher education equips candidates with the skills needed to manage real-world challenges and reduces the gap between theoretical preparation and classroom realities [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e]. Recent studies confirm that rural and multi-grade internships enhance teachers\u0026rsquo; readiness for diverse school environments [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e]. Similarly, mentoring- and school\u0026ndash;university partnership models have been shown to ease professional workload and strengthen early-career resilience [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e] [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e]. Rather than relying solely on individual initiative, the findings advocate for structural reforms. Educational literature increasingly supports comprehensive orientation and induction programs as essential to easing new teachers' transitions and sustaining professional commitment [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e]. Strong institutional support has been shown to boost teacher motivation and engagement [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e]. These findings underscore the importance of teacher education systems that prioritize well-being and professional continuity. In the context of T\u0026uuml;rkiye, however, existing preparation and induction mechanisms remain fragmented and insufficient, often leaving early-career teachers to navigate reality shock largely on their own. This situation underscores the urgent need for holistic and sustainable support at both policy and institutional levels.\u003c/p\u003e"},{"header":"6. Conclusion","content":"\u003cp\u003eThis study examined the challenges early-career teachers face during their transition into the profession and the educational and institutional support needs emerging from these challenges. Using maximum variation sampling, it included teachers of different genders with up to ten years of experience from diverse provinces and school types, while analytically focusing on challenges experienced during the transition period and the initial years of teaching. This diversity allowed for the collection of rich, contextualized data and supported the transferability of findings to other contexts with similar educational systems.\u003c/p\u003e \u003cp\u003eThe study revealed that early-career teachers encounter multifaceted challenges throughout the transition into the profession, including emotional stress, bureaucratic hurdles, infrastructural inadequacies, socio-cultural mismatches, and classroom management issues. Uncertainties in the appointment process and institutional culture further diminish professional motivation. Rather than being addressed through individual coping efforts, these challenges were found to require systematic and institutionalized forms of support to be effectively mitigated.\u003c/p\u003e \u003cp\u003eThe findings highlight the need to strengthen mentoring, orientation, and psychosocial support programs, particularly for teachers placed in rural or disadvantaged regions. Additionally, the results underscore the importance of expanding practice-based components in teacher education, adopting region-sensitive education policies, and ensuring systemic support during the early career years. In doing so, this study contributes valuable insights to both national and international discussions on teacher education and professional development.\u003c/p\u003e \u003cp\u003e \u003cb\u003eImplications for Teacher Education Policy and Practice\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThis study highlights the multidimensional nature of reality shock experienced by early-career teachers, showing that it cannot be addressed through individual-level approaches alone but requires systemic intervention [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e]. Based on the findings of this study, restructuring teacher education policies becomes essential. A key priority is the integration of practice-based, context-sensitive experiences into teacher training, particularly those addressing the transition into the profession and the initial years of teaching. Rural internships, multi-grade teaching, and school-based problem-solving can help candidates prepare for real classroom challenges [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e]. Equally important is the development of comprehensive orientation and mentoring systems. These should go beyond basic information delivery to include structured support from experienced teachers [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e]. Mentoring has been shown to enhance teacher competence and retention [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e]. Teacher education programs should also include targeted content on emergency management, legal awareness, special education, and cultural adaptation. These modules equip teachers to navigate complex environments more effectively during the early transition period [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e]. To sustain early-career resilience, school leadership must adopt transformational approaches, as supportive leaders enhance motivation, engagement, and commitment [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e]. Models that frame resilience primarily as an individual responsibility are insufficient. Institutional networks such as digital mentoring, regional support centers, and solidarity platforms should be reinforced to help teachers navigate early-career transition challenges within supportive organizational structures [\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e65\u003c/span\u003e, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e]. These policy and practice enhancements are vital not only for retaining teachers but also for supporting their professional growth and fulfillment during the initial stages of their careers. Finally, since the study relies exclusively on teachers' self-reports, future research should incorporate the perspectives of administrators and experienced educators for a more multidimensional understanding. Exploring teacher reality shock across different national systems may also enrich the global literature on teacher development.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eAI\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eArtificial Intelligence\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eKPSS\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003ePublic Personnel Selection Examination (Kamu Personeli Se\u0026ccedil;me Sınavı)\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eMoNE\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eMinistry of National Education (T\u0026uuml;rkiye)\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Declarations","content":" \u003cp\u003e \u003cstrong\u003eEthics Approval and Consent to Participate\u003c/strong\u003e \u003cp\u003e The study has been approved by the Ethics Committee for Social and Human Sciences Research at XXXX University (date: 30 May 2024, decision no: 2024-11). Official permission to conduct the study in state schools was granted by the Turkish Ministry of National Education (Application No: 202408153561435283; 15 August 2024). Furthermore, written informed consent was obtained from all participants on 25 September 2024 prior to data collection.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConsent for Publication\u003c/strong\u003e \u003cp\u003eNot applicable\u003c/p\u003e \u003ch2\u003eCompeting Interests\u003c/h2\u003e \u003cp\u003e \u003cem\u003eThe authors declare that there is no conflict of interest with any institution or person within the scope of the study.\u003c/em\u003e \u003c/p\u003e \u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eStudy management: SK; study design and conceptualization: AK, MA, SK; data collection: AK, SK, SP; Data analysis: SK, MA; validation of findings and interpretation of the results: SK, MA; Preparation of the manuscript draft: MA, SK, SP. All authors reviewed the results and approved the final version of the manuscript.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eThe authors declare that the study is supported and funded by T\u0026Uuml;BİTAK 1001 research project (Project No. 323K013). We would like to thank the 33 teachers who contributed to the study as participants and T\u0026Uuml;BİTAK for providing funding for the project under which the study was conducted.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe materials supporting the findings of this study are provided as supplementary files submitted with the manuscript for peer review. These materials include the interview protocol, anonymised interview excerpts, and the coding framework used in the qualitative analysis. All files have been anonymised to ensure participant confidentiality. Due to ethical considerations and the protection of participants\u0026rsquo; identities, the full interview transcripts are not publicly available but can be made available to the editors and reviewers for evaluation purposes upon request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eKutsyuruba B, Godden L, Tregunna L (2013) Novice teacher attrition and retention. Can J Educ Adm Policy 188:76\u0026ndash;91\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLindqvist P, Nord\u0026auml;nger UK, Carlsson R (2014) Teacher attrition the first five years. Teach Teach Educ 40:94\u0026ndash;103\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTait M (2008) Resilience as a contributor to novice teacher success. Teach Educ Q 35(4):57\u0026ndash;75\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKramer M (1974) Reality shock: Why nurses leave nursing. 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AERA Open 6(1). \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1177/2332858420905812\u003c/span\u003e\u003cspan address=\"10.1177/2332858420905812\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"early-career teacher, reality shock, teacher induction, teacher retention","lastPublishedDoi":"10.21203/rs.3.rs-8958215/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8958215/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis qualitative descriptive study explores reality shock among early-career teachers in T\u0026uuml;rkiye during their transition into the teaching profession. In-depth interviews were conducted with 33 in-service teachers (1\u0026ndash;10 years of experience) working across diverse regional and school contexts. Using thematic analysis, the findings indicate that reality shock unfolds as a multidimensional and temporally progressive process across three interconnected phases: the pre-appointment period, the appointment process, and the post-appointment phase. Teachers reported psychological strain driven by prolonged uncertainty and perceived unfairness prior to appointment, heightened bureaucratic complexity and logistical challenges during appointment (e.g., documentation, background checks, housing and transportation), and post-appointment difficulties related to pedagogical preparedness, socio-cultural adaptation, and inadequate school conditions. Drawing on participants\u0026rsquo; accounts, the study highlights the need for practice-oriented teacher education, context-sensitive induction and mentoring, and structured psychosocial and legal-literacy support to strengthen early-career adjustment and retention in challenging educational settings.\u003c/p\u003e","manuscriptTitle":"Beyond Expectations: Reality Shock and Early-Career Challenges of Teachers in Türkiye","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-03-20 12:07:05","doi":"10.21203/rs.3.rs-8958215/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-04-17T23:47:00+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-15T15:37:53+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"149681657883982328774921910836204120640","date":"2026-04-13T10:01:48+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-01T14:21:08+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"135051991415764204037027081863538991203","date":"2026-03-25T11:09:12+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-03-18T09:07:31+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-03-18T08:49:51+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-03-12T10:17:06+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-03-10T11:34:58+00:00","index":"","fulltext":""},{"type":"submitted","content":"Humanities and Social Sciences Communications","date":"2026-03-10T09:08:23+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"7b46e9f1-f249-4644-a265-15200cda2b7b","owner":[],"postedDate":"March 20th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[{"id":64710192,"name":"Social science/Education"},{"id":64710193,"name":"Biological sciences/Psychology"},{"id":64710194,"name":"Social science/Psychology"}],"tags":[],"updatedAt":"2026-04-28T13:23:32+00:00","versionOfRecord":[],"versionCreatedAt":"2026-03-20 12:07:05","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8958215","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8958215","identity":"rs-8958215","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}